Pustaka Ilmiah Universitas Padjadjaran

Abstrak

Developing Metacognitive Interaction Between Tutor And Student In Pbl-tutorial

Tutoring is a teaching skill central to problem-based learning. To facilitate student independence and foster student’s critical thinking and self-directed continued learning, the tutor should guide the students at metacognitive level. Interaction with the student at the metacognitive level is the basic function of the tutor. Metacognitive thinking skill provides the key to the positive and active role of the tutor. Structure of tutorial process is a road map for sequence of metacognitive thinking, to shape student to become a self directed learner. The desired end point of the tutorial process is when each student employs his own metacognitive skills automatically and easily with every task, situation or problem, which could mean that the tutorial group will eventually run on its own. For this purpose, tutors as well as students should understand properly the structure of tutorial process and metacognitive thinking. This could be achieved by continually monitoring and evaluating the tutorial process, and giving feedback to the tutors as well as to the students.

Data from our monitoring tools shows that the longer the students taking part in tutorial process, the better their understanding in metacognitive thinking, which is showed by their increase ability in running a proper tutorial process, such as developing the learning issues, synthesizing biomedical science and correlating information necessary for clarification of concepts relevant to the case. On the tutor’s side, even after a continue tutor development program, data from last year student’s evaluation form on tutor activity showed that only 55.3 % of tutor can facilitate effective tutorial group process, and only 58.2 % of them are excellent in facilitating group’s ability to think critically. This phenomena show that it is easier to develop interaction in metacognitive level in student’s mind than in tutor, which is in part could be due to the influence of traditional teaching method that has been embedded in traditional teacher’s mind.