CHARACTERISTICS OF PROBLEM-BASED E-LEARNING STRATEGIES

Problem-based e-learning is a learning strategy which is a collaboration between problem-based learning models and e-learning. This study aims to describe the characteristics of problem-based e-learning strategies so that they can be applied properly in learning. The data required in this study were collected by means of literature methods and the data obtained were analyzed descriptively qualitatively. Based on the results of the study, it was found that the problem-based e-learning syntax consists of eight (8) steps, namely finding the problem; defines the problem gathering facts; formulate provisional allegations; investigate; improve the problems that have been defined; conclude collaborative alternative solutions; and test solutions to problems. The problem-based e-learning strategy is characterized by the social system of the teacher's role as a minimal knowledge transmitter, the classroom atmosphere is democratic, the teacher and students have the same role, and class interactions are based on a combination of face-to-face and communication through e-learning tools. The principle of reaction that develops in this learning is that the teacher acts more as a counselor, consultant, a source of constructive criticism, facilitator, and high-level thinker. The learning tools needed are actual problems and efforts that are able to create a confrontational atmosphere and generate metacognition processes, higher-order thinking, and divergent problem-solving strategies and e-learning tools. Understanding, transfer of knowledge, higher order thinking skills, problem-solving abilities, and scientific communication skills are the direct impacts of learning, while the opportunities for students to acquire scientific tentative nature, scientific process skills, student autonomy and freedom, tolerance for uncertainty and non-routine problems are impact accompanying learning