scholarly journals The Effect of Team Game Tournament (TGT) Cooperative Learning Method Application Towards Learning Motivation and Achievement

2017 ◽  
Vol 2 (2) ◽  
pp. 154
Author(s):  
Linda Juwita ◽  
Ni Putu Wulan Purnama Sari ◽  
Yurike Septianingrum
Keyword(s):  
Nursing Students ◽  
Target Population ◽  
Learning Motivation ◽  
Learning Method ◽  
Student Centered ◽  
Student Centered Learning ◽  
Anatomy And Physiology ◽  
Post Test ◽  
Team Game ◽  
Motivation And Achievement

Introduction: Learning method of Team Game Tournament (TGT) has student-centered learning characteristic focuses on students’ knowledge construction in which they could find important information useful for constructing their own knowledge. The continuous weak comprehension of neurology system anatomy and physiology resulted in the application of TGT for constructing students’ knowledge in this study. This study aimed to analyze the efficacy of TGT application for improving learning motivation and achievement in studying neurology system anatomy and physiology among nursing students. Methods: This pre-experimental study used the one group pretest post-test design approach. Target population was all nursing students in two institutions around Surabaya in the even semester of 2016/2017 academic year. Inclusion criteria were passed the course of Biomedical II or Nursing Basics I. Sample size was 143 chose by total sampling. Independent variable was TGT application and dependent variables were learning motivation and achievement. Study instruments were motivation questionnaire and objective test. Data analysis used paired t-test and Mann-Whitney test with α ≤ 0.05. Ethical clearance was issued (number: 449-KEPK). Results: Most respondents were 19 years old single female who chose nursing major because of their dream, and the majority still live with parents in their own house. Only learning motivation data that were normally distributed. TGT application could increase learning motivation and achievement of nursing students significantly (p=0.000 and p=0.028 respectively).  Conclusions: TGT application could increase learning motivation and achievement in studying neurology system anatomy and physiology among nursing students. Further implementation could be broad, other subjects in nursing could be the target in which difficult subject would be underlined. 

Improving Students’ Grammar Skill Through Student Centered Learning at ITATS

2018 ◽  
Vol 1 (2) ◽  
pp. 77-85
Author(s):  
Siti Agustini ◽  
Norita Prasetya Wardhani ◽  
Evy Nur Amalina
Keyword(s):  
Learning Process ◽  
English Learning ◽  
Learning Method ◽  
Passive Voice ◽  
Student Centered ◽  
Student Centered Learning ◽  
International Language ◽  
Post Test

English is an International language which is used by so many people to interact with people from other countries. Good English ability is needed by students to support learning process and working after the students graduate from university. Grammar is a point of language. By knowing and understanding correct grammar, so, their English is better. The aim of this research was to give proposal of English learning to improve students' grammar ability. The method used was students’ center learning using presentation in the class. The materials were simple present and perfect, future simple tense, modal, comparative, and passive voice. This research was conducted on 33 students in ITATS. The result of this research was 87% of students got to increase score for post-test and 30% of students passed the score. Thus, students’ center learning method was effective to increase students' grammar ability.

scholarly journals Efektifitas Metode Pembelajaran Klinik Terhadap Kemampuan Berpikir Kritis Dan Kepercayaan Diri Mahasiswa Keperawatan : A Literature Review

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Try Ayu Patmawati ◽  
Ariyanti Saleh ◽  
Syahrul Syahrul
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Literature Review ◽  
Clinical Judgment ◽  
Learning Method ◽  
Clinical Environment ◽  
Learning Methods ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Confidence

Background : Critical thinking of nursing students have to be increased considering the importance of these things in making decisions, problem solving and clinical judgment and supported by self confidence. Although critical thinking and self confidence are important, but all of students are not able to do that. For this reason, clinical instructor have to make innovation through learning methods to achieve this. The purpose of this literature review is to identify the clinical learning method affecting the critical thinking and self confidence of nursing students.Method:   the data base used in making this review of literature are Pubmed, Science Direct, and Google Scholar published in 2007-2018. Result:  From the 12 articles used in this literature review, it was found that in order to improve the critical thinking and self confidence of nursing students in a clinical environment, the clinical supervisor can use student-centered learning methods and can even involve patients. The learning methods include simulation, nursing round method, demonstration models, clinical conference, and concept mappimg.Conclusion :   the learning method affected the critical thinking and self confidence of nursing students including clinical conference, simulations, demonstration models, concept mapping and nursing rounds. Therefore the supervisor must be able to know and choose what method is appropriate for clinical guidance.  

scholarly journals Comparison of Learning Method Effectiveness Between Jigsaw and Team Game Tournament on Achievement and Interpersonal Relationship Skill in Nursing Freshmen

2019 ◽  
Vol 3 (1) ◽  
pp. 63
Author(s):  
Made Indra Ayu Astarini ◽  
Linda Juwita ◽  
Arif Helmi Setiawan
Keyword(s):  
Nursing Students ◽  
Student Learning ◽  
Interpersonal Relationship ◽  
Target Population ◽  
Student Learning Outcomes ◽  
Learning Method ◽  
Average Value ◽  
Normality Test ◽  
Jigsaw Method ◽  
Team Game

Introduction: Evaluation results every semester about biochemical obtained by students the average value below 50. Cooperative learning method jigsaw and team game tournament (TGT) were an alternative learning method that can improved student learning outcomes. The purpose of this research was to understand the effectiveness of applied of jigsaw learning method compared to TGT to interpersonal relationship skill and achievement. Methods: This research used pre-experiment with research design Pretest-Posttest Comparison Group Design. Target population was all nursing students in two nursing institutions in Surabaya. Sample size were 208 chosen by total sampling. Independent variables were jigsaw and TGT and dependent variables were interpersonal relationship skill and achievement. Study instruments were interpersonal relationship skill questionnaire and objective test. Data analysis uses paired t test with α ≤ 0.05, prior normality test will be conducted.  Results: Most respondents were 19 years old, single, female and lived with their parents. There was different result in student achievement between TGT and Jigsaw method (p = 0,005), TGT mean rank was 97,89 than jigsaw was 76,52. There was no different interpersonal relationship ability between TGT and jigsaw method (p = 0,263). Conclusions: TGT more effective than jigsaw to increase student learning achievement in biochemical. Those method has not different for student interpersonal relationship ability, because the student has been in good criteria for interpersonal relationship ability. Further implementation could be broad, other object in nursing could be the target, difficult subject would be underlined.

scholarly journals Nursing Students’ Perception on the Effectiveness of Emergency Competence Learning through Simulation

Healthcare ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 397
Author(s):  
Ignacio Manuel Guerrero-Martínez ◽  
Francisco Javier Portero-Prados ◽  
Rocío Cándida Romero-González ◽  
Rocío Romero-Castillo ◽  
Manuel Pabón-Carrasco ◽  
...  
Keyword(s):  
Nursing Students ◽  
Exploratory Study ◽  
Point Of View ◽  
Red Cross ◽  
Emergency Setting ◽  
Learning Method ◽  
Clinical Simulation ◽  
Large Size ◽  
Post Test ◽  
Quasi Experimental

(1) Background: Simulation is a part of the day-to-day of the learning method in health sciences. The objective is to determine if the clinical simulation is useful for learning in the emergency setting, from the point of view of the nursing students. (2) Methods: A pre- and post-test exploratory study with an analytical and quasi-experimental design was used. The population is made up of nursing students from the Seville Red Cross Nursing Centre, who conducted a simulation exercise in the form of a drill for the care of multiple victims. A specific questionnaire was employed as a tool to analyse the dimensions of satisfaction, confidence and motivation, clinical experience, and decision making and technical abilities. (3) Results: There were favourable significant differences in the set of global responses, with p < 0.0001 for the “satisfaction” dimension and d = 1.25 for the “large” size of the effect, and p < 0.0069 for the “confidence and motivation” dimension and d = 0.58 for the “moderate–large” size of the effect. (4) Conclusions: The results are similar to those obtained in other studies in the scope of the 4 dimensions studied, thus coming to the conclusion that the perception of the nursing students on learning through clinical simulation is positive and favourable.

scholarly journals Efektivitas Metode Kolaboratif Learning dan Kooperatif dalam Pendidikan Kesehatan Berbasis Komunitas

2014 ◽  
Vol 3 (1) ◽  
pp. 9
Author(s):  
Tita Hariyanti ◽  
Harsono Mardiwiyoto ◽  
Yayi Suryo Prabandari
Keyword(s):  
Cooperative Learning ◽  
Control Group ◽  
Memory Retention ◽  
Community Based ◽  
Student Centered ◽  
Student Centered Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
Group Post

Background: The role of the learning methods is changing from teacher centered learning to student centered learning (SCL). One of the SCL methods is collaborative and cooperative learning. The past twenty years have seen an increase in collaborative and cooperative learning based pedagogies in colleges, but not in community based health education. The aim of this study is to identify the efectivity of collaborative and cooperative learning in community based health educationMethod: This research used quasi experimental non-randomized control group post test design. Respondent of the research are 111 geriatric cadres of Kecamatan Kepanjen and 72 geriatric cadres of Kecamatan Singosari.Results: Data shows that cadre’s knowledge in first training, 30 and 90 days after first training increased in both groups (p<0,001). There is no relationship between individual characteristic (age, education, occupation, time to work as a cadre, training) and increase of knowledge (p>0,05).Conclusion: Collaborative and cooperative method can increase cadre’s knowledge of stroke effectively and maintain memory retention longer than conventional method.

scholarly journals STUDENT-CENTERED LEARNING IN RELATION TO CLASS PERFORMANCES AND SOFT SKILLS: A META-ANALYSIS AND SYSTEMATIC REVIEW

2018 ◽  
Vol 7 (2) ◽  
pp. 93
Author(s):  
Elisabeth Rukmini ◽  
Cindy Cindy ◽  
Pricillia Tanoto
Keyword(s):  
Systematic Review ◽  
Communication Skills ◽  
Negative Impact ◽  
Soft Skills ◽  
Meta Analysis ◽  
Team Work ◽  
Learning Motivation ◽  
Soft Skill ◽  
Student Centered ◽  
Student Centered Learning

Background: Studies showed that SCL improved quality of medical education through knowledge acquisition, class performance, students’ attitude and soft skills. Although research about SCL and its impact has been widely known, overall correlation of SCL to the class performances has not yet been established. Strong correlation between SCL to class performances would serve the purpose of teaching and learning and more importantly would answer the skepticism of institution or faculty members in implementing SCL. In addition, learning through systematic review of others’ studies, how SCL influenced soft skill aspects would be benefited for medical educators. Soft skills such as learning motivation, communication skills, and teamwork may lead educators to the favor of SCL approaches. This review was to find the correlation of student-centered learning to the students’ performances and soft skill aspects in medical education.Method: To find the correlation of the SCL and class performances, we used meta-analysis. We also performed a systematic review to qualitatively find the relationship between SCL and other aspects, such as teamwork, communication skills, and learning motivation. Literatures were filtered from databases of: Proquest, Springerlink, Biomed Central (BMC) open, BMJ open, and Google Scholar. The inclusion criteria were published empirical articles (2000-2013) reported SCL’s effect on class performances or other aspects (learning motivation, teamwork, communication skills). We utilized PRISMA protocol to filter the inclusion articles. By reading abstracts and further snowballing searching, we found 12 articles for the meta-analysis and 33 articles for the systematic review.                                                                 Results: Among 12 articles of the meta-analysis, 9 articles showed positive correlation between SCL and class performances. Three studies reported that SCL had no effect on the class performances. None of the articles reported any negative impact. We utilized the Comprehensive Meta-Analysis software to analyze the data and found r = 0.46 and 95% CI: 0.32 - 0.57. It showed a statistically significant correlation between SCL and class performances. On the systematic review, we found that SCL improved communication skills, team work, and learning motivation.Conclusion: From the meta-analysis we found that SCL improved class performances about 46%. It was showed that SCL methods were superior in improving soft skills such as communication skills, teamwork, and learning motivation.                

What matters in student-centered learning? Managing conditions for students to appropriate the object of learning

2017 ◽  
Vol 6 (3) ◽  
pp. 233-248 ◽  
Author(s):  
Sydney Enock Msonde ◽  
Charles Enock Msonde
Keyword(s):  
Learning Study ◽  
Student Centered ◽  
Student Centered Learning ◽  
Content Type ◽  
Conditions For Learning ◽  
Post Test ◽  
Theory Of Variation ◽  
The Impact ◽  
Depth Interviews ◽  
Critical Aspects

Purpose There have been ideological variations in the understanding of student-centered learning (SCL), culminating in varied practices of SCL across the world. The purpose of this paper is to explore the impact of learning study on teachers’ appropriation of the conditions for learning in SCL lessons. Design/methodology/approach Three secondary school mathematics teachers in Tanzania formed a learning study group, guided by the theory of variation, to share their experience of how to engage learners in experiencing critical aspects of the object of learning. In-depth interviews, records of teachers’ lesson preparation meetings, and students’ tests were tools used to collect data. All of the qualitative data were analyzed using a phenomenographic variation framework and coding strategies. Moreover, a paired sample t-test was used to analyze the students’ pre- and post-test results. Findings The results show that teachers were able to identify critical aspects of two objects of learning for mathematics and create conditions for engaging learners in experiencing those aspects sequentially and simultaneously. There was strong evidence that the theory of variation as a framework helps teachers to learn effective ways of creating conditions for students to appropriate features of the objects of learning for mathematics as well as developing a new SCL pedagogical framework. Originality/value This study suggests that using learning study guided by the theory of variation supports teachers’ appropriation of the conditions for student learning within an SCL framework.

scholarly journals The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Hala Gabr Mahmoud
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Nursing Administration ◽  
Student Centered ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Significant Difference ◽  
Post Test

Todays, higher education emphasizes the importance of student centered learning. Further the aim of nursing education should be on the process of thinking and involve being proactive, collaborative and quality oriented. Cooperative learning is an approach to the aim of student-centered activities towards the attainment of the outcomes-based environment as required by accrediting and certifying bodies and agencies of higher education. Cooperative learning most often involves small groups of students who contribute to each other's learning. It is one of the innovative teaching strategies can be incorporated in the nursing curriculum for the better results and it is a great tool that can be used to enhance and promote higher student achievement.Therefore, a variety of teaching strategies have been designed to be used in teaching, ranging from teacher-centered strategies to more student-centered ones.Hence, the present study aims to assess the effect of cooperative learning strategy on undergraduate nursing students enrolled in nursing administration course at Faculty of Nursing, King Khalid University, Saudi Arabia. A one-group before–after quasi-experimental design was used. The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing studentsenrolled in theeighth at the time of the study of the academic year 2015-2016were included in the study. Four tools were used for data collection namely; The Revised two-factor Study Process Questionnaire (R-SPQ-2F), Teamwork perception survey, Students’ Self-Perception Leadership Questionnaire, and Students' Opinner Questionnaire Sheet.A major finding of the present study revealed there was statistical significant difference between the pretest and post-test mean scores of students' deep learning approach, team perception of learning and self-perception of leadership of student. While there was no a significant difference was observed between the pre-test and post-test mean scores for the surface approach to learning. It was concluded that  cooperative learning as a method and philosophy is an effective approach to fostering deeper approach to learning and improving communication skills of nursing students especially in interactive skills, team work, and their leadership abilities among nursing students. It is recommended to the successful introducing of cooperative learning in nursing education will improve professional performance.

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