Eksplorasi Persepsi Fasilitator terhadap Fungsi Skenario dalam Mendorong Berpikir Kritis Mahasiswa Kedokteran
DOI:
https://doi.org/10.33854/heme.v8i3.2340Keywords:
Critical Thinking, Facilitator, Medical Education, Problem-Based Learning, TriggerAbstract
Latar belakang: Kemampuan berpikir kritis merupakan salah satu kompetensi esensial dalam pendidikan kedokteran. Salah satu strategi pembelajaran yang berpotensi mendorong pengembangan kemampuan ini adalah Problem-Based Learning (PBL), yang peran skenario menjadi sangat krusial dalam membangkitkan rasa ingin tahu, mengarahkan diskusi, dan menstimulasi analisis mahasiswa. Namun, persepsi fasilitator terhadap fungsi Skenario dan tantangan dalam penyusunannya masih jarang dieksplorasi. Tujuan: Penelitian ini bertujuan mengeksplorasi persepsi fasilitator dari berbagai institusi kedokteran di Indonesia terhadap fungsi skenario dalam mendorong berpikir kritis mahasiswa. Metode: Penelitian ini merupakan studi kualitatif deskriptif yang melibatkan 35 dosen dari lima institusi kedokteran menggunakan survei daring berbasis kuesioner semi-terstruktur. Data dianalisis secara tematik dengan pendekatan induktif untuk mengidentifikasi persepsi, strategi, serta tantangan penyusunan skenario. Hasil: Sebagian besar fasilitator (74,3%) menilai bahwa skenario berfungsi untuk menstimulasi identifikasi kebutuhan belajar dan berpikir kritis mahasiswa. Elemen penting dalam skenario antara lain pertanyaan terbuka (60%), integrasi multidisiplin (54,3%), dan relevansi dunia nyata (48,6%). Mayoritas responden (85,7%) sering atau selalu mempertimbangkan aspek berpikir kritis saat menyusun skenario. Tantangan utama yang dihadapi fasilitator meliputi penyesuaian tingkat kesulitan skenario (40%) dan keterkaitan lintas disiplin ilmu (25,7%). Kesimpulan: Fasilitator memandang bahwa skenario yang efektif dalam PBL harus mampu menstimulasi mahasiswa untuk berpikir kritis, reflektif, dan integratif. Upaya penyusunan skenario yang berkualitas memerlukan pelatihan berkelanjutan, kolaborasi tim multidisiplin, serta pemahaman mendalam terhadap karakteristik mahasiswa dan capaian pembelajaran.References
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