BENEFITS AND BARRIERS OF PROBLEM-BASED LEARNING FROM THE PERSPECTIVE OF MEDICAL STUDENTS (CLASS OF 2022, FK UMI)

Abstract

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Problem-Based Learning (PBL) is a student centered instructional approach implemented at the Faculty of Medicine, Universitas Muslim Indonesia. This study aimed to analyze the benefits and barriers of PBL from the perspective of the 2022 cohort. A qualitative descriptive design was used. Data was collected from January to February 2026 through in-depth interviews with 15 purposively selected students who had completed at least three preclinical PBL blocks. Data was analyzed through verbatim transcription, reduction, categorization, and theme development. The findings showed that PBL improved learning responsibility, communication, activeness, critical thinking,comprehension, teamwork, self-regulation, and motivation. The barriers included limited time, concurrent academic workload, unequal group dynamics, unstable confidence, suboptimal facilities, and variation in tutor roles. Overall, PBL was perceived as beneficial, but its effectiveness should be strengthened through better time management, clearer modules, adequate facilities, and stronger tutor roles.


ABSTRAK
Problem-Based Learning (PBL) merupakan pendekatan pembelajaran berpusat pada mahasiswa yang diterapkan di Fakultas Kedokteran Universitas Muslim Indonesia. Penelitian ini bertujuan untuk menganalisis manfaat dan hambatan PBL dari perspektif mahasiswa angkatan 2022. Penelitian menggunakan desain deskriptif kualitatif. Data dikumpulkan pada Januari–Februari 2026 melalui wawancara mendalam terhadap 15 informan yang dipilih secara purposive dari mahasiswa aktif yang telah mengikuti minimal tiga blok PBL preklinik. Data dianalisis melalui transkripsi verbatim, reduksi data, kategorisasi, dan penentuan tema. Hasil penelitian menunjukkan bahwa PBL meningkatkan tanggung jawab belajar, komunikasi, keaktifan, berpikir kritis, pemahaman materi, kerja sama kelompok, regulasi diri, dan motivasi belajar. Hambatan yang ditemukan meliputi keterbatasan waktu, beban tugas lain, dinamika kelompok yang tidak merata, kepercayaan diri yang belum stabil, sarana yang belum optimal, serta variasi peran tutor. Secara keseluruhan, PBL dipandang bermanfaat, tetapi efektivitasnya perlu diperkuat
melalui pengelolaan waktu, kejelasan modul, kesiapan sarana, serta penguatan peran tutor.