The Effectivity of Problem-Based Learning Tutor in Achievement of Learning Issue

Abstract

Problem-Based Learning (PBL) is part of the learning process in the competency-based curriculum of Medical Education. In PBL activities, students are given a problem in the form of a scenario, then students will actively discuss to achieve the learning issue. In the discussion, students are guided by a lecturer who serves as a tutor or facilitator. Aim: To analysed the correlation between the tutor's effectiveness and the achievement of learning issue. Method: This research was conducted by an analytic observational method with a cross-sectional design. Retrieval of data by stratified random sampling. The data is then analysed with spearman test. Results: There's a significant correlation between PBL tutor's effectiveness and the achievement overall student learning issue (p=0.44). There's no significant correlation between tutor's effectiveness and the achievement of learning issue in the first and second year students (p=0.64) and (p=0.206), There's a significant correlation between tutor's effectiveness and learning issue achievement in the third year (p=0.36). Conclusion: There's a correlation between the effectiveness of PBL tutors on the achievement of learning issue, but this doesn't have a full effect because there are other factors that influence the achievement of learning issue.