scholarly journals Analisis Pembelajaran SGD (Small Group Discussion) pada Blok Neuroendokrin dan Indra Khusus sebagai Upaya Meningkatkan Motivasi Belajar Mahasiswa Kedokteran UNS Angkatan 2018

2019 ◽  
Author(s):  
Rifki Taufiqurrohman
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Learning Motivation ◽  
Small Group Discussion ◽  
Learning Method ◽  
Group Discussions ◽  
School Of Medicine ◽  
Small Group Discussions

The SGD learning method applied at the Sebelas Maret University School of Medicine is a Problem Based Learning learning adapted from the tutorial learning method. This learning method emphasizes the activeness of students in small group discussions. Based on the results of the study, the SGD learning method was able to increase the learning motivation of UNS medical students.

scholarly journals Analisis Efektivitas Metode Pembelajaran Small Group Discussion Pada Mahasiswa Kedokteran FK UNS

2019 ◽  
Author(s):  
Elisabeth Yuaninda Usmani
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Qualitative Method ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Small Group Discussion ◽  
Learning Method ◽  
Learning Models ◽  
Student Centered ◽  
Student Centered Learning

Currently the Problem Based Learning (PBL) and Student Centered Learning (SCL) learning models are starting to be applied in universities with the aim of involving students actively in learning, one of which are Medical students of the UNS FK. One method of these learnings is Small Group Discussion (SGD). This study aims to assess the effectiveness of the SGD learning method that has been applied to Medical students of the UNS FK. The method used in this research is qualitative method. The result was found that the SGD learning method that had been applied was still less effective, but it was more effective compared to conventional learning methods. Therefore, it is necessary to make some improvements to this learning method so that it is more effective and the goal can be achieved.

scholarly journals The Effect of Using Small Group Discussions Through Zoom Breakout Room to Increase the Frequency of Individual Speaking Participation in the Speaking Courses

2021 ◽  
Vol 1 (3) ◽  
pp. 18-26
Author(s):  
Lulu Zahrotun Nisa ◽  
Taqiya Nabila Prameswari ◽  
Yayah Izzah Alawiyah
Keyword(s):  
Small Group ◽  
Video Analysis ◽  
Qualitative Method ◽  
Research Study ◽  
Group Discussion ◽  
Active Participation ◽  
Small Group Discussion ◽  
Group Discussions ◽  
Perceptions Of Students ◽  
Small Group Discussions

The purpose of this study is to determine whether the small group discussion method via breakout room zoom may boost student individual engagement in order for them to be more active and confident in learning speaking. This research study used a qualitative method with applied video analysis and questioners' perceptions of students as instruments. The findings found 17 active participants in the observation speaking class and 35 participants preferred small group discussions using the breakout room zoom application, with the majority preferring small group discussions because it helped them to be more active and confident. This method can also boost their confidence for more active participation for individual speaking in class, and they believe that small group discussions via breakout room zoom are the most effective way to deal with a pandemic.

scholarly journals Effectiveness of Teaching Methods : Comparative Outcomes

2020 ◽  
Vol 1 (1) ◽  
pp. 16-25
Author(s):  
Mandira Shahi ◽  
Megh Raj Banjara ◽  
Jeny Kayastha ◽  
Amrita Chaulagain ◽  
Suni Pradhan ◽  
...  
Keyword(s):  
Nursing Students ◽  
Small Group ◽  
Mixed Method ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Factual Knowledge ◽  
Childhood Diarrhea ◽  
Group Discussions ◽  
Childhood Diarrhoea ◽  
Small Group Discussions

Background: Instructional methods play an important role in developing nursing education. The objective of this study was to compare the effectiveness of lecture, small group discussion and mixed method to teach childhood diarrhea topic among 2nd year Proficiency Certificate Level (PCL) nursing students. Methods: Over a one year period, 60 2nd year PCL nursing students were divided into three groups and provided educational sessions on childhood diarrhoea. Three methods; a lecture, small group discussions and mixed methods (lecture+ small group discussion) were used separately. At the beginning, students were informed about a research study with process and questionnaires on the content of childhood diarrhea were administered to each student for pre-test. After the completion of sessions, post-test was done. They also completed a session evaluation ranged from 1(Strongly Disagree) to 5 (Strongly Agree). Classroom observation result was collected by using "A 5-Point Likert Scale" ranging from 1(poor) to 5 (excellent) by the observer with feedback. The collected data were entered in MS Excel and analyzed using latest version of SPSS. Results: Lecture method was most significantly effective for gaining factual knowledge while small group discussion was most significantly effective for gaining insightful knowledge. However mixed method is most significantly effective for learning both the procedural and insightful knowledge. Conclusion: Nursing students learning about childhood diarrhoea preferred a mixed method of lecture and small group discussions (SGDs) over traditional lecture or discussion in groups.

scholarly journals Hybrid problem based learning: An innovative teaching learning method – Reflective experience

2021 ◽  
Vol 8 (2) ◽  
pp. 68-73
Author(s):  
Balaji Arumugam ◽  
K R S Sivapriya
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Community Medicine ◽  
Small Group Discussion ◽  
Learning Method ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Traditional Lectures ◽  
Teaching Learning

The concept of Problem-based Learning (PBL) was first introduced at McMaster University in the late 1960s and was subsequently accepted widely by the medical schools throughout the world. hPBL has been intuitively viewed by many as a cocktail curriculum of McMaster style of small group discussion PBL (generally referred to as “pure PBL”) with the blending of variable amounts of traditional lectures, practical sessions and case-studies. Objectives: The study was done as an introduction of innovative teaching learning method and its learning experiences by students and faculty involved. The innovative teaching learning method was adapted during the year July – October - 2019 when the students were posted in the department of community medicine for four weeks. The TL methods included were blended lectures; case scenarios (clinico social case pertaining to community medicine subject), pre test and post test MCQs, case presentation and in small group discussion were done. The experiences were obtained as the reflective writing from the students and the faculty involved in implementation of h-PBL. Majority of the students expressed that the learning was useful, interactive, thought provoking, interesting and the group discussion paved the way for communication skill development among the peers. The students said that the learning happened actively and scope for self directed learning was also incorporated in the implementation of h-PBL. Faculties involved were very enthusiastic especially during the group discussions, because the sociogram was excellently represented that almost all the students took part in the discussion. The h-PBL can be a part of the regular curriculum during the clinical postings which can include case based learning with blended lectures.

scholarly journals Small Group Discussion in Actual ELT Speaking Classes

2021 ◽  
Vol 8 (2) ◽  
pp. 189
Author(s):  
Luli Sari Yustina ◽  
Besral Besral ◽  
Syayid Sandi Sukandi
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Thinking Skills ◽  
Small Group Discussion ◽  
Group Discussions ◽  
Higher Order Thinking Skills ◽  
Small Group Discussions ◽  
Positive Effect ◽  
Research Show ◽  
Speaking Skills

Finding out aspects of learning in small group discussions that matched with the Indonesian Higher Order Thinking Skills (HOTS) and aspects of local cultures that contradict small group discussion excellence is the purpose of this research. The method of this research is qualitative. Researchers use document analysis by collecting documents from various sources such as journals and articles, which are following the research that the researcher will do. The results of this research show that the implementation of HOTS instruction in teaching speaking skills investigated from students’ small group discussions will be advantageous and beneficial. In essence, HOTS instructions give a positive effect on students speaking skills significantly.    

Combating Obstacles to Empathy: A Replicable Small Group Discussion Series for Medical Students

2016 ◽  
Vol 3 (0) ◽  
Author(s):  
Francesca P. Kingery ◽  
Alexander Bajorek ◽  
Amber Zimmer Deptola ◽  
Karen Hughes Miller ◽  
Craig Ziegler ◽  
...  
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion

scholarly journals Varying the Preparation Guide and Group Discussion in a Classroom Analysis of Interteaching

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Catherine M Gayman ◽  
Stephanie T Jimenez
Keyword(s):  
Academic Success ◽  
Small Group ◽  
Group Discussion ◽  
Active Engagement ◽  
Group Discussions ◽  
Effective Implementation ◽  
Student Comprehension ◽  
Small Group Discussions ◽  
Frequent Testing ◽  
Psychology Course

Interteaching is a strategy that shifts the emphasis from passive student learning to active engagement through the use of preparation guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the specific strategies used in these studies vary slightly. The goal of the present study was to compare two different ways of implementing the preparation guide and group discussions to determine which method led to higher academic success. A group design was used in two sections of a psychology course over two semesters. One section experienced the standard interteaching method, where students completed the entire preparation guide prior to class and engaged in small group discussions during class. The second section was divided into two groups and each group was given half of the preparation guide to complete. Students, then, went through two rounds of group discussions: first, in a dyad with a member that completed the same portion of the preparation guide and then in a larger group with another dyad who completed the other portion of the preparation guide. Students in the second section scored more points on exam questions that came from their half of the preparation guide and they demonstrated less of a preference for interteaching than those who experienced the standard interteaching method. Results from this study indicate that instructors should have students read and complete the entire preparation guide to allow for more effective implementation of interteaching.

Science or Snake Oil? Teaching Critical Evaluation of “Research” Reports on the Internet

2002 ◽  
Vol 29 (4) ◽  
pp. 321-324 ◽  
Author(s):  
Patricia A. Connor-Greene ◽  
Dan J. Greene
Keyword(s):  
Quality Control ◽  
Critical Thinking ◽  
Small Group ◽  
Group Discussion ◽  
Critical Evaluation ◽  
Problem Based Learning ◽  
Small Group Discussion ◽  
Easy Access ◽  
The Internet ◽  
New Challenges

The proliferation of information on the Internet introduces new challenges for educators. Although the Internet can provide quick and easy access to a wealth of information, it has virtually no quality control. Consequently, the Internet has rendered faculty more essential than ever as teachers of the analytic and evaluative skills students need to become educated consumers of information. In this article we describe an exercise using small-group discussion and individual problem-based learning to teach critical thinking about the Internet. Data from the exercise and from student evaluations support both its need and students' perceptions of its effectiveness.

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