scholarly journals Development of Learning Methods for Student Center Learning with Problem Based Learning in Block 4.c Midwifery Care in High Risk Childbirth and Postpartum

2021 ◽  
Author(s):  
Yulizawati Yulizawati ◽  
Miranie Safaringga ◽  
Ulfa Lisa ◽  
Rafika Oktofa
Keyword(s):  
High Risk ◽  
Problem Based Learning ◽  
Learning Methods ◽  
Midwifery Care ◽  
Student Center

scholarly journals Development of Learning Methods for Student Center Learning with Problem Based Learning In Block 4.c “Midwifery Care in High Risk Childbirth and Postpartum”

2019 ◽  
Vol 4 (1) ◽  
pp. 58
Author(s):  
Yulizawati Yulizawati ◽  
Miranie Safaringga ◽  
Ulfa Farrah Lisa ◽  
Rafika Oktofa
Keyword(s):  
Group Discussion ◽  
Problem Based Learning ◽  
Learning Problem ◽  
Midwifery Care ◽  
Large Classes ◽  
A Value ◽  
Before And After ◽  
Student Center ◽  
Group Member ◽  
Better Than

Achievement of the learning objectives of a student with the method of learning problem based learning (PBL), can be influenced by the results of extracting their peer information in small groups because the information obtained by students will be discussed to perfect the knowledge gained. This study applies a small group discussion (SGD) and tutorial in the PBL method. The results of the study, there was an increase in the value of students before and after treatment with a value of p = 0,000, and there was a difference in the grades of students in 2017 and 2016, where the grades of students in 2017 were better than in 2016, with p = 0.001. The results of the interview that students prefer the SGD method over discussion in large classes, students feel better understand the discussion material, each group member is more active and gives their opinions according to the theory of the book or journal that has been studied, lecturer attention to each student is greater, so students are very enthusiastic in studying the material and discussing it. PBL method with SGD is very effective to be applied in learning to increase the activeness, interactive, learning motivation, and critical thinking of students.

scholarly journals METODE PEMBELAJARAN DALAM KETRAMPILAN DOKUMENTASI PARTOGRAF DALAM ASUHAN KEBIDANAN PADA PERSALINAN : LITERATURE REVIEW

2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Wan Anita
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Small Group ◽  
Teaching Methods ◽  
Learning Methods ◽  
Midwifery Care ◽  
Normal Delivery ◽  
Case Based Learning ◽  
Student Center ◽  
Case Based

<p align="center"><strong><em>ABSTRACT</em></strong></p><p align="center"><strong><em> </em></strong></p><p>Partograph is normal delivery and monitoring tools as well as clinical decision-making tool, because with the partograf the normal delivery will not be evaluated. Partograf documenting skills are competencies that must be owned by students who will become midwives in providing midwifery care during labor. In the implementation of learning, there are various methods that can be used for the Student Center Learning (SCL) either in class, laboratories and clinics. The purpose of this literature review was also to examine the extent of care documentation on labor topics, especially teaching methods to improve students' ability to do the documentation has been investigated. Methods This study is a systematic review. The results of this literature review showed an influence on the teaching methods of documentation skills of midwifery care during labor. The learning method used in the study include the case study method, demonstrations, multimedia, case based learning, simulations, exercises, small group discussions, study guides jobsheet, peer tutoring and cooperative STAD type. Each of these learning methods have advantages and disadvantages. There is no method of learning the best, but we recommend the use of the method in learning adapted to the purpose of learning to be achieved in order to be more effective and have significant results.</p><p><em>Key Word : Learning methods, documentation, partograf.</em></p><p align="center"><strong> </strong></p><p align="center"><strong>Abstrak </strong></p><p>Partograf adalah alat pemantauan persalinan normal dan juga sebagai alat pengambilan keputusan klinis, karena dengan adanya partograf maka persalinan yang tidak normal akan dapat dievaluasi. Ketrampilan mendokumentasikan partograf merupakan kompetensi yang harus dimiliki oleh mahasiswa yang nantinya akan menjadi bidan dalam memberikan asuhan kebidanan pada persalinan. Dalam pelaksanaan pembelajaran terdapat beragam metode pembelajaran yang dapat digunakan untuk <em>Student Center Learning</em> (SCL) baik dikelas, laboratorium maupun klinik. Tujuan <em>literature review</em> ini juga untuk melihat sejauhmana topik dokumentasi asuhan pada persalinan khususnya metode pembelajaran untuk meningkatkan ketrampilan mahasiswa dalam melakukan dokumentasi telah diteliti. Metode Penelitian ini merupakan <em>systematic review</em>. Hasil literature review ini menunjukkan terjadi pengaruh metode pembelajaran terhadap ketrampilan dokumentasi asuhan kebidanan pada persalinan. Metode pembelajaran yang digunakan dalam penelitian antara lain metode studi kasus, demonstrasi, multimedia, case based learning, simulasi, latihan, small group discussion, penuntun belajar jobsheet, peer tutoring serta kooperatif type STAD. Masing-masing metode pembelajaran memiliki kelebihan dan kekurangan. Tidak ada metode pembelajaran yang terbaik, tetapi sebaiknya penggunaan metode dalam pembelajaran disesuaikan dengan tujuan dari pembelajaran yang akan dicapai agar lebih efektif dan memiliki hasil signifikan.</p><p><strong> </strong></p><p>Kata Kunci : Metode pembelajaran, dokumentasi, partograf</p>

scholarly journals The Effect of Model Problem Based Learning to Participation Level on Midwifery Course of Pregnancy

2015 ◽  
Vol 2 (1) ◽  
pp. 092-094
Author(s):  
Nevy Norma Renityas
Keyword(s):  
Model Problem ◽  
Problem Based Learning ◽  
Midwifery Care ◽  
Obstetrical Care ◽  
Participation Level ◽  
Innovative Learning ◽  
Independent Variable ◽  
Diploma Program ◽  
Education Courses ◽  
Variable Problem

Midwifery care is pregnancy health education courses in midwifery in order to get the optimalresult required an innovative learning models. There are many models of learning one is Problem basedlearning.Thus researchers want to analyze the effectiveness of Problem Based Learning in Pregnancyon Obstetrical Care learning Diploma Program. This research were done in STIKes Patria HusadaBlitar, On 25 February until march 8 th 2014.Methode: The research use kuantitatif approach, Trueexperimental. Population and sampel is student in college third semesters. Amount of 38 student,divideinto 2 groups, choice in random. Independent Variable Problem Based learning, Dependent Variableparticipation learning.Result:The results showed there was a significant influenced beetwen pre n postof leraning participate.

scholarly journals Differences in the Level of Development of Children Aged 3–4 Years Who Do Not Follow Play Activities and The Children Who Following Play Activities in PAUD the Village District of Kanigoro Jatinom Blitar

2015 ◽  
Vol 2 (1) ◽  
pp. 084-091
Author(s):  
Rizkianna Nur Wirian ◽  
Ika Agustina
Keyword(s):  
Problem Based Learning ◽  
Research Use ◽  
Midwifery Care ◽  
Obstetrical Care ◽  
Innovative Learning ◽  
Independent Variable ◽  
Diploma Program ◽  
The Village ◽  
Education Courses ◽  
Variable Problem

Midwifery care is pregnancy health education courses in midwifery in order to get the optimalresult required an innovative learning models. There are many models of learning one is Problem basedlearning.Thus researchers want to analyze the effectiveness of Problem Based Learning in Pregnancyon Obstetrical Care learning Diploma Program. This research were done in STIKes Patria HusadaBlitar, On 25 February until march 8 th 2014.Methode: The research use kuantitatif approach, Trueexperimental. Population and sampel is student in college third semesters. Amount of 38 student,divideinto 2 groups, choice in random. Independent Variable Problem Based learning, Dependent Variableparticipation learning.Result:The results showed there was a significant influenced beetwen pre n postof leraning participate.

scholarly journals THE DEVELOPMENT OF LEARNING SETS AND RESEARCH METHODOLOGY MODULE USING PROBLEM BASED LEARNING FOR ACCOUNTING EDUCATION STUDENTS

2016 ◽  
Vol 1 (1) ◽  
pp. 77
Author(s):  
Partono Thomas ◽  
Ahmad Nurkhin
Keyword(s):  
Education Research ◽  
Research Methodology ◽  
Problem Based Learning ◽  
Accounting Education ◽  
State University ◽  
Education Students ◽  
Learning Methods ◽  
Learning Instruction ◽  
Innovative Learning ◽  
Education Research Methodology

<p>Improving the learning process is very important for every lecturer by implement innovative learning methods or media. The purpose of this study is to develop a research methodology learning instruction and module based of problem based learning for accounting education students. This research applied research and development design in the research methodology course in Economics Education (Accounting) Department, Faculty Of Economics, Semarang State University. Data analysis was used to test the products through expert opinion (lecturer) and the feedback from students. The results show have been produced and tested two products, namely units lecture event and accounting education research methodology modules that implement problem-based learning methods. Some experts and students give positive feedback about the products.</p><p><strong>Keywords: </strong>problem  based learning, modul, accounting education research methodology<strong></strong></p>

Satisfaction with Team Midwifery Care for Low- and High-Risk Women: A Randomized Controlled Trial

Birth ◽  
2003 ◽  
Vol 30 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Mary Anne Biró ◽  
Ulla Waldenström ◽  
Stephanie Brown ◽  
Jan H. Pannifex
Keyword(s):  
Randomized Controlled Trial ◽  
High Risk ◽  
Controlled Trial ◽  
Midwifery Care ◽  
High Risk Women ◽  
Randomized Controlled

Mechanical Engineering Tools: A Problem-Based, Introductory Design Course at the American University of Beirut

2009 ◽  
Author(s):  
R. F. Hamade ◽  
N. Ghaddar
Keyword(s):  
Mechanical Engineering ◽  
Printed Circuit Board ◽  
Problem Based Learning ◽  
Project Planning ◽  
Circuit Board ◽  
Learning Methods ◽  
American University ◽  
Team Members ◽  
American University Of Beirut ◽  
Cad Cam

Given the prevailing trend of ever decreasing number of required credits, this course solves one of the thorny issues which engineering departments encounter while developing curricula: to teach or not to teach ‘tools’. Those ‘tools of the trade’ include some truly ‘enabling technologies’ comprised of such ‘soft tools’ as CAD/CAM, MATLAB, project planning, controls and of ‘hard tools’ such as reverse engineering, assembly, machine shop fabrication processes, and printed circuit board technology. This course, ME Tools, was introduced in order to offer a viable platform which helps introduce the freshman mechanical engineering student to some of these ‘tools’ in a problem-based context. This goal is met via course organization and prevailing practices conducive to ‘active learning’ via activities and structure typically associated with collaborative and cooperative learning methods. ME Tools climaxes in a 5-event contest during which custom electric microcars are put to action in what is known around the American University of Beirut (AUB) campus as the ‘Gee Whiz contest’. Furthermore, and since the course activities revolve around one central theme, designing and racing an electric microcar, the true integral nature of this course is authenticated and revealed via this problem-based learning approach. This is accomplished as a team effort where teamwork experience and communication skills are highly stressed and practiced. The teams are organized so that the student team members are assigned to one of four functions: manager, systems engineer, analyst, and detail designer. The manner by which the students are assigned to one of these functions is done based on the students’ responses to a short (20 questions) questionnaire designed for this purpose. Assessment wise, grading of certain course grade components is mapped to the specific learning outcomes based on the cooperative, collaborative, and problem-based learning methods.

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