scholarly journals HUBUNGAN KUALITAS SKENARIO DENGAN KEEFEKTIFAN DISKUSI KELOMPOK PADA METODE PROBLEM BASED LEARNING DI FIK UNISSULA

2021 ◽  
Vol 11 (2) ◽  
pp. 56-60
Author(s):  
Retno Issroviatiningrum ◽  
Denti Wijaya Kusumaningsih ◽  
Muh. Abdurrouf
Keyword(s):  
Problem Based Learning ◽  
P Value

ABSTRAK Latar Belakang: PBL merupakan sistem pembelajaran yang dilakukan berkelompok & kolaboratif, terdapat seorang tutor dan skenario sebagai pencetus diskusi. Faktor penting PBL kualitas skenario, kinerja tutor yang berpengaruh terhadap keefektifan diskusi kelompok & berdampak pada pencapaian hasil belajar. Metode: Penelitian ini adalah penelitian dengan menggunakan metode deskriptif korelasi. Teknik pengambilan sampel menggunakan total sampling dengan jumlah responden sebanyak 95 responden.   Hasil: Hasil penelitian diperoleh dari 95 responden, sebagian besar memiliki karakteristik jenis kelamin perempuan dengan persentase 86,3%, kualitas skenario dengan kategori cukup baik 63,2%, & keefektifan diskusi dengan kategori baik 51,6%. Pada kualitas skenario dengan keefektifan diskusi p-value 0,000 dengan keeratan hubungan kuat (0,618) serta arah hubungan positif. Kesimpulan dan Saran: Penelitian ini didapatkan ada hubungan kualitas skenario dengan keefektifan diskusi kelompok pada metode belajar PBL di FIK Unissula. Berdasarkan hasil penelitian diharapkan kualitas skenario yang dinilai cukup oleh mahasiswa perlu diperbaiki atau ditingkatkan dan juga mahasiswa ditingkatkan belajarnya agar diskusi berjalan dengan efektif & dapat mencapai keberhasilan belajar.

scholarly journals Integrating Peer Learning Activities and Problem-Based Learning in Clinical Nursing Education

2021 ◽  
Vol 7 ◽  
pp. 237796082110002
Author(s):  
Suci Tuty Putri ◽  
Sri Sumartini
Keyword(s):  
Nursing Education ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Peer Learning ◽  
Average Score ◽  
Control Group ◽  
P Value ◽  
Clinical Learning ◽  
Control Group Design ◽  
Learning Achievement

Introduction The implementation of nursing clinical learning in Indonesia has several challenges that require innovation in the learning method strategy. The method that has been used so far focuses on the hierarchical relationship between lecturers/preceptors and students, so that there are many shortcomings in learning outcomes. The application of the method of active learning with Peer Learning (PL) and Problem Based Learning (PBL) techniques has proven effective in classroom learning, but its rarely found in clinical learning. Objective The purpose of this study was to determine the effectiveness of the PL and PBL towards the achievement of clinical learning in nursing students. Methods The research method used a true experiment with a posttest only control group design, the sampling technique was taken by randomize control trial. An instrument for clinical learning achievement using AssCE. Results The analysis was carried out as descriptive and bivariate. The results showed the mean in the experimental group was 7.059 and the control group was 6.325. Further statistical test results were obtained p-value = 0.001 (p < 0.05) which showed that the average score there were differences in clinical learning achievement development scores. Conclusion Clinical learning using peer learning and PBL methods can directly improve various aspects of student competency achievement.

scholarly journals PENGARUH MODEL PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH GEOGRAFI SMA

2017 ◽  
Vol 9 (1) ◽  
pp. 32
Author(s):  
Diyas Age Larasati
Keyword(s):  
Problem Solving ◽  
Model Problem ◽  
Problem Based Learning ◽  
T Test ◽  
Control Group ◽  
P Value ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Gain Score ◽  
Pbl Model

Penelitian ini bertujuan menguji pengaruh model PBL terhadap kemampuan pemecahan masalah geografi SMA. Penelitian dilakukan di SMA Negeri 1 Sooko tahun ajaran 2015/2016. Subjek penelitian merupakan siswa kelas XI IPS 2 dan 3. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment) dengan desain Non Equivalent Control Group Design. Berdasarkan selisih nilai pre test dan post test, rata-rata gain score kemampuan pemecahan masalah geografi SMA kelas eksperimen lebih tinggi dengan skor 27,26 dibandingkan dengan kelas kontrol dengan skor 11,88. Hasil perhitungan analisis uji t menggunakan independen sample t test diperoleh data p-level lebih kecil dari 0,05 (p<0,05) yaitu 0,00. Hasil perhitungan ini membuktikan bahwa model PBL berpengaruh terhadap kemampuan pemecahan masalah geografi SMA. Jadi, dapat disimpulkan bahwa model PBL berpengaruh terhadap kemampuan pemecahan masalah geografi SMAN 1 Sooko.Kata Kunci: Model Problem Based Learning, Kemampuan Pemecahan MasalahThe purpose of this study was to clarify the effect of the PBL model of problem-solving ability. This study do in SMA Negeri 1 Sooko 2015/2016. Study of the subject is the student of class XI IPS 2 dan 3. Form of quasi-experimental research design with non equivalent design control group. Subjects were selected based on the value of Middle Exam School (UTS) semester who have the same average (homogeneous). Control using a model class lectures and discussions, while the experimental class using PBL models. Gain score Data were analyzed using independent sample T-test Test with the help of the computer program SPSS 16.0 for Windows. Gainscore learning using PBL model of higher than conventional. The average value of the experiment gainscore class of 27, 26 and 11.88 of control. The results of the analysis of the Independent Sample T-Test Test, the difference shows a p-value of 0.000 level. The level of p-value less than 0.05 (P <0.05). The results of this study there was a significant effect PBL models to the problem-solving abilities. So the conclusion "PBL model significantly influential to the high school geography problem solving skills in SMAN 1 Sooko".Key Words: models of PBL, problem-solving abilities

scholarly journals PENGARUH METODE PROBLEM BASED LEARNING TERHADAP MOTIVASI, KESIAPAN DAN HASIL BELAJAR

2018 ◽  
Vol 19 (1) ◽  
pp. 12-20
Author(s):  
Dina Martha Fitri ◽  
Srihartati P Pandi
Keyword(s):  
Learning Outcomes ◽  
Total Population ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Matched Pair ◽  
P Value ◽  
Probability Sampling ◽  
Dependent Variables ◽  
Quasi Experimental ◽  
Teaching Learning

The purpose of this research is to investigate the effect of problem based learning (PBL) method on motivation readiness and learning outcomes.The research employs quasi experimental design “On Group Pretest-Postest Design”. The total population is 70 students, and the samples selected is18 respondent. The sampling technique employed is non probability sampling. The results of analysis using Wilxocon Matched Pair indicates that there is significant influence of  PBL on the dependent variables, with the p-value for learning motivation, p = 0,000, study readiness, p = 0,001 and learning outcomes p = 0,001. The findings confirm that problem based learning (PBL) method has significant effects on motivation study, readiness and learning outcomes, which implies that this methods can be employed for effective teaching learning.   Penelitian ini bertujuan untuk menjelaskan pengaruh metode Problem Based Learning (PBL) terhadap motivasi, kesiapan dan hasil belajar. Jenis penelitian yang digunakan adalah quasi eksperimen (quasi eksperimental design) dengan rancangan “One Group Pretest-Posttes Design”. Jumlah populasi 70 mahasiswa dan sampel yang diambil sebanyak 18 responden. Teknik pengambilan sample dengan Non probability Sampling jenis purposive sampling. Hasil pengolahan data uji Wilcoxon Matched Pair menyatakan bahwa terdapat pengaruh dengan nilai p-value dari masing-masing variabel yaitu motivasi belajar p =0,000, kesiapan belajar p = 0,001 dan hasil belajar p = 0,001. Dari hasil penelitian ini dapat disimpulkan bahwaterdapat pengaruh signifikan penggunaan metode problem based learning (PBL) terhadap motivasi, kesiapan dan hasil. Dengan demikian metode problem based learning ini dapat menjadi bahan pertimbangan dalam upaya menghasilkan pembelajaran yang efektif.

scholarly journals Korelasi Antara Kualitas Skenario Dan Keefektifan Diskusi Tutorial Terhadap Prestasi Akademik Mahasiswa

2020 ◽  
Vol 8 (2) ◽  
pp. 46
Author(s):  
Lailia Izza Oktavia Purhadi ◽  
Rizki Anisa ◽  
Marindra Firmansyah
Keyword(s):  
Problem Based Learning ◽  
P Value ◽  
Cross Sectional

Pendahuluan:. Terdapat beberapa faktor internal maupun eksternal yang mempengaruhi prestasi akademik mahasiswa. Salah satunya yaitu metode pembelajaran Problem Based Learning PBL khususnya kualitas skenario dan keefektifan diskusi kelompok tutorial. Tujuan penelitian ini adalah mengetahui korelasi antara kualitas skenario dan keefektifan diskusi terhadap prestasi akademik Mahasiswa Fakultas Kedokteran UNISMA.Metode: Desain deskriptif analitik pendekatan cross sectional. Data primer didapatkan dari kuesioner kualitas skenario dan keefektifan diskusi yang telah tervalidasi sedangkan data prestasi akademik didapatkan dari  program studi kedokteran. Sampel penelitian sejumlah 490 mahasiswa. Analisis bivariat menggunakan uji korelasi spearman untuk menguji korelasi antara keefektifan diskusi dan kualitas skenario terhadap prestasi akademik dan uji regresi linier berganda untuk menguji faktor yang mempengaruhi prestasi akademik.Hasil: Pada uji korelasi spearmen didapatkan P-value < 0.05 artinya terdapat korelasi antara kualitas skenario dengan nilai prestasi akademik. Hasil uji korelasi antara keefektifan diskusi dengan prestasi akademik mahasiswa didapatkan P-value < 0.05 sehingga terdapat korelasi antara keefektifan diskusi dengan prestasi akademik.Perbedaan kualitas skenario dan keefektifan diskusi terhadap prestasi akademik dengan uji regresi linier berganda didapatkan, keefektifan diskusi lebih berpengaruh signifikan dibandingkan kualitas skenario terhadap prestasi akademik mahasiswa dengan nilai P value < 0,05Kesimpulan: Kualitas skenario dan keefektifan diskusi sama sama berpengaruh signifikan terhadap presstasi akademik dengan kekuatan yang lebih baik pada keefektifan diskusi

scholarly journals Exploring the carry on benefits of acquired Problem-based learning skills into the clinical phase; Listening to the opinions of the prime beneficiaries after the transition

2019 ◽  
Author(s):  
Altaf Bandy
Keyword(s):  
Collaborative Learning ◽  
Problem Based Learning ◽  
P Value ◽  
Learning Collaborative ◽  
Learning Skills ◽  
Problem Solving Skills ◽  
Clinical Phase ◽  
Preclinical Phase ◽  
Validated Questionnaire ◽  
Study Results

Abstract Background The benefits of student acquired Problem-based learning (PBL) skills in the preclinical phase might carry-on into the clinical phase and the application of these skills in the understanding of clinical subjects remains uncertain. Current study is aimed at exploring the perceptions of carry-on benefits of problem-based learning skills into the clinical phase. Methods Using a pre-validated questionnaire, the benefits of PBL skills in the clinical phase were evaluated by seven questions on a five-point Likert scale. A non- parametric test assessed variation between the groups. p-value of <0.05 was considered statistically significant for this study. Results The overall mean score of the perception of acquired preclinical benefits of PBL in clinical phase was 4.57±2.41; females demonstrating higher mean scores (4.86±2.15) as compared to male students(4.23±2.67). Overall, fifth-year students showed a high satisfaction(4.84±2.36) of the effective use of preclinical PBL skills in clinical courses. 5th-year female student’s perception of preclinical collaborative learning skill benefits in clinical courses was significantly(p<0.03) higher than male. Conclusions The study concludes that a substantial preclinical PBL educational strategy benefits are carried into the clinical phase especially the long-lasting self-direct learning, collaborative learning and problem-solving skills consistent with demanding abilities of a competent physician.

scholarly journals The Associations Between Residents' Behavior and the Thomas-Kilmann Conflict MODE Instrument

2010 ◽  
Vol 2 (1) ◽  
pp. 118-125 ◽  
Author(s):  
Dotun Ogunyemi ◽  
Susie Fong ◽  
Geoff Elmore ◽  
Devra Korwin ◽  
Ricardo Azziz
Keyword(s):  
Medical Education ◽  
Communication Skills ◽  
Faculty Evaluation ◽  
Medical Knowledge ◽  
Problem Based Learning ◽  
Learning System ◽  
P Value ◽  
Faculty Evaluations ◽  
Positive Correlations ◽  
Knowledge Communication

Abstract Objective To assess if the Thomas-Kilmann Conflict MODE Instrument predicts residents’ performance. Study Design Nineteen residents were assessed on the Thomas-Kilmann conflict modes of competing, collaborating, compromising, accommodating, and avoiding. Residents were classified as contributors (n  =  6) if they had administrative duties or as concerning (n  =  6) if they were on remediation for academic performance and/or professionalism. Data were compared to faculty evaluations on the Accreditation Council for Graduate Medical Education (ACGME) competencies. P value of &lt; .05 was considered significant. Results Contributors had significantly higher competing scores (58% versus 17%; P  =  .01), with lower accommodating (50% versus 81%; P 5 .01) and avoiding (32% versus 84%; P  =  .01) scores; while concerning residents had significantly lower collaborating scores (10% versus 31%; P  =  .01), with higher avoiding (90% versus 57%; P  =  .006) and accommodating (86% versus 65%; P  =  .03) scores. There were significant positive correlations between residents’ collaborating scores with faculty ACGME competency evaluations of medical knowledge, communication skills, problem-based learning, system-based practice, and professionalism. There were also positive significant correlations between compromising scores and faculty evaluations of problem-based learning and professionalism with negative significant correlations between avoiding scores and faculty evaluations of problem-based learning, communication skills and professionalism. Conclusions Residents who successfully execute administrative duties are likely to have a Thomas-Kilmann profile high in collaborating and competing but low in avoiding and accommodating. Residents who have problems adjusting are likely to have the opposite profile. The profile seems to predict faculty evaluation on the ACGME competencies.

scholarly journals EFEKTIFITAS PEMBELAJARAN PROBLEM BASED LEARNING DALAM MENGANALISIS DATA STATISTIKA MELALUI PENGGUNAAN LEMBAR KERJA MAHASISWA

2020 ◽  
Vol 9 (1) ◽  
pp. 64
Author(s):  
MADE SUSILAWATI
Keyword(s):  
Experimental Data ◽  
Experimental Design ◽  
Problem Based Learning ◽  
Natural Sciences ◽  
Posttest Score ◽  
P Value ◽  
Pretest Score ◽  
Study Program ◽  
Significance Level ◽  
The Mean

This study aims to improve students' ability to use software in analyzing Statistics data, especially experimental data with the help of Student Worksheets (LKM). This research was conducted at the Mathematics Study Program at the Faculty of Mathematics and Natural Sciences, Udayana University, on students who were taking the Experimental Design course. The design in this study was a one-group pretest-posttest design, by applying Problem Based Learning. The results of the study showed that the majority of students thought that the use of LKM really helped improve students' understanding of the Experimental Design course. This can be seen also from the average posttest score (82.47) which is higher than the average pretest (65.36). The t test also showed that the increase in the mean pretest to posttest was significant with a p value of 0.000 which was smaller than the 5% significance level. This means that the average student posttest score is higher than the average pretest score.

scholarly journals PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA SMA PADA MATERI GERAK HARMONIK SEDERHANA

Vidya Karya ◽  
2018 ◽  
Vol 33 (1) ◽  
pp. 21
Author(s):  
Ince Raudhiah Zahra ◽  
Benyamin Matius ◽  
Abdul Hakim
Keyword(s):  
Problem Solving ◽  
Random Sampling ◽  
Model Problem ◽  
Problem Based Learning ◽  
Rank Test ◽  
P Value ◽  
Signed Rank ◽  
Wilcoxon Signed Rank Test ◽  
Signed Rank Test ◽  
Cluster Random Sampling

Abstract. This study aims to determine the improvement of student’s problem solving skill after applying the problem based learning model and determine it’s effectiveness. This is a quantitative research with one group pretest-posttest design. Cluster random sampling was used, and 28 samples were obtained from one of high schools in Samarinda. The result of the analysis with Wilcoxon Signed Rank Test. The result showed that there’s a significant difference between students’ problem solving skill before and after the treatment, with the ­p-value 0,00 with significance 0,05. Generally, students’ problem solving skill increased from 8.5 to 29.5, with N-Gain of 0,2, which is classified as a low category. The highest gain was found in the ability of understanding the problem, with the ­N-Gain of 0,4, which is classified as a middle category. Meanwhile the indicator of students’ skill on planning problems, solving problems, and doing the re-check, were classified as low increasing category with N-Gain of 0,2. Based on calculation of effect size (d), which is 1,96 that is classified as a big category, the implementation of the treatment had a high effectiveness.   Keywords : Problem Based Learning, Problem Solving Skill, Simple Harmonic MotionAbstrak. Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan pemecahan masalah siswa setelah diterapkan model problem based learning dan mengetahui tingkat efektifitas dari penerapan model tersebut. Penelitian ini merupakan penelitian kuantitatif dengan desain one group pretest-posttest. Teknik pengambilan sampel yang digunakan adalah cluster random sampling, dengan sampel sebanyak 28 siswa dari salah satu sekolah SMA di Samarinda. Data dianalisis menggunakan Wilcoxon Signed Rank Test. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara kemampuan pemecahan masalah siswa saat pretest dan posttest dengan perolehan p-value 0,00 dan signifikansi 0,05. Rata-rata kemampuan pemecahan masalah siswa mengalami kenaikan dari 8,5 menjadi 29,5 dengan N-Gain 0,2 yang termasuk dalam kategori rendah. Peningkatan tertinggi diperoleh indikator memahami masalah dengan N-Gain 0,4 yang termasuk dalam kategori sedang, sedangkan indikator kemampuan siswa merencanakan masalah, menyelesaikan masalah dan melakukan pengecekkan kembali termasuk dalam kategori rendah dengan N-Gain 0,2. Tingkat efektivitas yang diperoleh termasuk dalam kategori tinggi dengan nilai effect size (d) 1,96 yang termasuk dalam kategori besar.Kata Kunci : Problem Based Learning, Kemampuan Pemecahan Masalah, Gerak Harmonik Sederhana

scholarly journals Kesesuaian Gaya Belajar terhadap Persepsi Penerapan Problem-based learning (PBL) pada Mahasiswa Fakultas Kedokteran Universitas Muhammadiyah Palembang

2014 ◽  
Vol 4 (2) ◽  
pp. 120
Author(s):  
Indriyani Indriyani ◽  
Irfannuddin Irfannuddin ◽  
Ajeng Dwinta Lestari
Keyword(s):  
Problem Based Learning ◽  
P Value ◽  
Student Centered ◽  
Student Centered Learning

Problem-based learning (PBL) adalah sebuah strategi pembelajaran baru yang menitikberatkan pembelajaran pada mahasiswa atau dengan kata lain pembelajaran berpusat pada mahasiswa (student centered learning). Sedangkan, gaya belajar adalah cara yang digunakan seseorang dalam menyerap informasi baru dan sulit, bagaimana mereka berkosentrasi, memperoses dan menampung informasi yang masuk ke otak. Penelitian ini bertujuan untuk menganalisis kesesuaian tipe belajar terhadap persepsi mahasiswa Fakultas Kedokteran Universitas Muhammadiyah angkatan 2011 dan 2013 mengenai PBL.Jenis penelitian ini adalah penelitian observasional analitik potong lintang. Penelitian ini dilakukan di Fakultas Kedokteran Muhammadiyah Palembang. pengambilan data dilakukan secara total sampling dengan jumlah sampel sebesar 150 mahasiswa. Data diambil dengan menggunakan instrumen penelitian berupa kuesioner yang telah diuji validitas dan realibilitasnya. Kemudian data dianalisa dengan menggunakan uji kappa. Hasil penelitian menunjukkan tidak ada keseuaian antara gaya belajar terhadap persepsi mahasiswa mengenai PBL. Dengan hasil uji kappa didapatkan p value unntuk gaya belajar visual -0,062, gaya belajar auditori -0,166, dan pada gaya belajar kinestetik 0,006 pada angkatan 2011. Sedangkan pada angkatan 2013 didapatkan p value untuk gaya belajar visual -0,056, gaya belajar auditori -0,177, dan pada gaya belajar kinestetik 0,043. Tetapi, pada angkatan 2013 terjadi kesesuian antara gaya belajar kinestetik dengan pendapat mahasiswa terhadap proses skill lab dimana nilai value pada analisis kappa sebesar 0,185. Berdasarkan hasil penelitian ini, maka dapat disimpulkan tidak ada kesesuaian antara gaya belajar terhadap persepsi mahasiswa mengenai PBL. Kecuali, pada gaya belajar kinestetik dengan pendapat mahasiswa terhadap proses skill lab memiliki kesesuaian.

scholarly journals Effectiveness of Whatsapp as a Teaching Learning Tool for Problem Based Learning in Pharmacology: A Quasi-experimental Study

2021 ◽  
Author(s):  
Parama Sengupta ◽  
Tania Sur
Keyword(s):  
Experimental Study ◽  
Test Scores ◽  
Instant Messaging ◽  
Problem Based Learning ◽  
P Value ◽  
Post Test ◽  
Quasi Experimental ◽  
Group A ◽  
Group B ◽  
Teaching Learning

Introduction: Instant Messaging Applications (IMAs) like Whatsapp has changed our lives including medical education in many ways. Aim: To explore and compare the effectiveness and acceptability of Whatsapp as a Teaching Learning (TL) tool for Small Group Learning (SGL) sessions when compared with traditional classroom based learning SGL sessions, for a specific topic (pharmacokinetics) in Pharmacology in Problem Based Learning (PBL) sessions. Materials and Methods: This quasi-experimental study was conducted in a tertiary care government medical college in Eastern India on second phase Bachelors of Medicine and Bachelor of Surgery (MBBS) students in the year 2021 over a period of five weeks (from March to April 2021). After Didactic Lecture (DL) on the topic, the willing students were randomly divided into two groups, group A (n=46) and group B (n=45). Then group A and group B students attended classroom based and Whatsapp based SGL sessions, respectively, for a period of five consecutive days on "Pharmacokinetics" using PBL method. Students appeared for a Multiple Choice Question (MCQ) based examination (predecided and prevalidated) of 30 marks before and after the SGL sessions. Next, group A students attended Whatsapp based PBL session on the same topic in the same manner as group B and vice-versa. Finally the students filled in a feedback form using a 5-point Likert scale. Results: The post-test scores for both the groups were significantly better compared to the pretest scores; however, there were no significant differences in the post-test scores of both the groups. Regarding students’ feedback on the type of SGL, except for enjoyment (p-value=0.0345) and interactiveness (p-value=0.022), there were no significant differences between the two group scores. The students significantly preferred combination of both types of SGL to either of them (p-value=0.001). Conclusion: In this study, Whatsapp based SGL showed comparable effectiveness as classroom based SGL as measured in terms of MCQ based examination scores. Except for interactiveness and interest, classroom based SGL was equally acceptable to the students as Whatsapp based SGL. Interestingly, the students preferred a combination of both the type of SGL to either of them on the particular topic of Pharmacology.

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