Peranan guru sebagai fasilitator pembelajaran berdasarkan masalah (PBM) dalam mata pelajaran sains

Abstract

This study was conducted to investigate the role of teacher as facilitator in problem based learning (PBL) approach. In addition, this study was also conducted to identify the techniques used by teachers to conduct this approach as well as their weaknesses that need to be improved during acting as a facilitator. This study used qualitative method to investigate the role of teacher as a facilitator in the PBL approach and techniques were used during conducting this learning approach. For this study, 2 science teachers and 25 students from SMK Felda Air Tawar 2, Kota Tinggi, Johor were chosen. The study involved the use of three types of instruments of data collection which were observation, analysis of documents and transcripts of interviews. For data analysis purpose, the method of content analysis and document analysis were used. The data obtained were presented in the form of a narrative profile. The results showed that teachers conducted PBL based on 7 phases as proposed by Mok (2009). In this study, the teachers acted as facilitators to guide and help students in solving the problems, promote students' cognitive skills and also promote independent learning and collaborative learners. The techniques used were asking the open-ended question, encouraging students using FILA chart, focusing on problem scenarios and asking students to explain further about their ideas. However, there were also weaknesses that were identified such as receiving all the students’ ideas though the ideas were not relevant, did not help students solve the problems correctly and did not monitor students’ discussion. These shortcomings need to be improved so that the objectives of PBL implementation can be achieved.