CABARAN DALAM PELAKSANAAN PEMBELAJARAN BERASASKAN MASALAH PELAJAR DI INSTITUT PENDIDIKAN GURU MALAYSIA : SATU SOROTAN NARATIF

CHALLENGES IN IMPLEMENTING STUDENT PROBLEM-BASED LEARNING AT THE MALAYSIAN INSTITUTE OF TEACHER EDUCATION: A NARRATIVE HIGHLIGHT

Abstract

Pembelajaran Berasaskan Masalah (PBM) merupakan pendekatan pedagogi yang berpusatkan pelajar, dengan penekanan kepada pembangunan kemahiran abad ke-21 antaranya kemahiran komunikasi berkesan, kolaborasi, dan penyelesaian masalah secara kritis. Dalam konteks Institut Pendidikan Guru (IPG), penerapan PBM diharapkan dapat memperkukuh kecekapan profesional bakal pendidik. Namun demikian, pelaksanaan PBM dalam pendidikan guru tidak terlepas daripada pelbagai cabaran yang boleh menjejaskan keberkesanan pembangunan kemahiran pelajar. Artikel ini membentangkan sorotan naratif yang memfokuskan kepada cabaran-cabaran pelaksanaan PBM terhadap kemahiran pelajar. Melalui analisis literatur terdahulu, cabaran seperti kesediaan pelajar, peranan pensyarah dan guru sebagai fasilitator, dan penilaian kemahiran telah dikenal pasti sebagai halangan utama. Artikel ini turut membincangkan langkah penambahbaikan yang boleh diambil bagi memperkukuh pelaksanaan PBM, termasuk latihan berterusan untuk pensyarah, pendedahan awal kepada pelajar mengenai konsep pembelajaran kendiri, serta penambahbaikan instrumen penilaian. Sorotan ini diharap dapat memberikan panduan kepada institusi pendidikan guru dalam mempertingkatkan keberkesanan PBM, seterusnya melahirkan guru yang kompeten dan berdaya saing.\

Problem-Based Learning (PBL) is a student-centered pedagogical approach that emphasizes the development of 21st-century skills such as effective communication, collaboration, and critical problem-solving. In the context of Teacher Education Institutes (IPG), the implementation of PBL is expected to enhance the professional competencies of future educators. However, the application of PBL in teacher education is not without challenges, which may hinder the effective development of students' skills. This article presents a narrative review focusing on the challenges of implementing PBL in relation to student skill development. Through the analysis of previous literature, key barriers such as student readiness, the role of lecturers and teachers as facilitators, and the assessment of skills were identified. The article also discusses possible improvements to strengthen PBL implementation, including continuous training for lecturers, early exposure of students to the concept of self-directed learning, and the enhancement of assessment instruments. This review aims to provide guidance for teacher education institutions to improve the effectiveness of PBL, ultimately producing competent and competitive educators.