Benefits of semiology taught using near-peer tutoring are sustainable

Background Near-peer tutoring appears to be an efficient approach for teaching clinical skills. However, the clinical experience gained in the form of student medical internships may offset any interest in such tutoring programme. We then investigated the long-term benefits of this programme. Methods This study was conducted in a medical school that experimented in near-peer tutoring for semiology intended for undergraduate medical students. Objective Structured Clinical Examinations and a written semiology test were used to assess students’ clinical skills immediately on its conclusion and repeated one and 2 years after the tutoring was completed. Results 116 students were evaluated initially (80 tutored and 36 untutored), 38 at 1 year (16 tutored and 22 untutored), 42 at 2 years (21 tutored and 21 untutored). In the global score for Objective Structured Clinical Examinations: at 1 year, the tutored group scored 14.0 ± 1.05 and the untutored group scored 11.3 ± 2.3 (p < 0.001), at 2 years, the tutored group scored 15.1 ± 1.5 and the untutored group scored 12.4 ± 2.2 (p < 0.001). We found a similar but smaller difference for the written semiology test. The difference for Objective Structured Clinical Examinations between tutored and untutored students vanished over time for cross-cutting skills. Conclusions Near-peer tutoring in semiology for undergraduate medical students led to better results that remained with the passing of time. Though internships do allow an improvement in the clinical skills of untutored students, they did not reach the level of tutored students.

Penerapan Metode E-Tutor Sebaya dalam Pembelajaran Matematika di Masa Pandemi Covid-19

Learning mathematics during the Covid-19 pandemic required a lot of adjustments, in terms of materials, methods, media, strategies, and so on. This paper describes the results of one best practice in learning mathematics by implementing e-peer tutoring method as a form of distance learning during the Covid-19 pandemic. The aim of this writing is to describe the implementation of e-peer tutoring method in learning mathematics, especially in the material of Linear Equations and Inequalities of One Variable for grade VII Junior High School 1 Wonosari, Gunungkidul. The stages of this method includes the preparation, implementation, and evaluation. Analysis of initial ability, tutor selection, group formation, and preparation of learning program were carried out in the preparation stage. As for the activities at the implementation stage, the teacher uploads material and discussion sheets via Google Classroom, students discuss in their groups through Whatsapp group with the help of the tutor, students send assignments online, and the tutor reports on discussion activities. At the evaluation stage, students take test and fill out the questionnaires. The results at the evaluation stage indicate that this method can work well and has a positive impact on cognitive and affective aspects. In terms of cognitive aspects, the average score and percentage of students’ mastery increased compared to the previous basic competencies. In terms of affective aspect, this method has a positive impact on students’ motivation and self-confidence.

Penerapan Metode Tutor Sebaya dengan Model Pendampingan untuk Meningkatkan Perolehan NEM 10 Besar Kota Mataram

The purpose of this study is to apply the peer tutoring method with a mentoring model to increase the acquisition of the Top 10 NEM in Mataram City. This research method uses a descriptive method with a best practice approach. The subjects of this study were students of SMPN 2 Mataram. The instrument used is observation and material assistance. The data obtained from this study were analyzed descriptively. The results of this study indicate that the application of the peer tutoring method with the mentoring model is proven to be able to improve the results of the National Examination, it is known based on the results of the National Examination with the acquisition of the top 10 cities of Mataram. With the success of this research, teachers can use the peer tutoring method as an alternative to solving problems related to the acquisition of students' UN scores that have not been optimal.

The impact of a peer-tutoring program to improve self-regulated learning

The aim of this study was to check the impact of an intervention program based on peer-tutoring on self-regulated learning of freshmen, as well as on peer tutors. The sample consisted of 102 freshmen (51 experimental group y 51 control group) and 50 seniors from four different university degrees. Self-regulated learning was measured by the Motivated Strategies Learning Questionnaire. After assigning freshmen randomly to either the experimental or control condition, the study adopted a quasi-experimental research design with a non-equivalent control group controlled by statistical techniques, the intervention consisted of 20 individual tutoring sessions highly structured to freshmen delivered by seniors or tutors, after receiving three sessions of training on tutoring. The results yield statistically significant differences in self-regulated learning on participants. El objetivo de este estudio fue demostrar el impacto de un programa de intervención basado en la tutoría entre iguales para mejorar la autorregulación del aprendizaje del alumnado universitario de nuevo ingreso, identificando asimismo sus efectos en el alumnado tutor. La muestra estuvo compuesta por 102 estudiantes de nuevo ingreso (51 grupo experimental y 51 grupo control) y 50 estudiantes de último curso de cuatro titulaciones. La autorregulación del aprendizaje se evaluó a través del Cuestionario de Estrategias de Aprendizaje y Motivación. Después de asignar aleatoriamente al alumnado de nuevo ingreso a la condición experimental o control de un diseño cuasiexperimental con grupo control no equivalente mejorado con técnicas de control estadístico, la intervención consistió en 20 sesiones individuales de tutoría altamente estructuradas con el alumnado de nuevo ingreso, dirigidas por el alumnado de último curso o tutor, que fue previamente entrenado para ello en tres sesiones de formación. Los resultados arrojan diferencias estadísticamente significativas en autorregulación del aprendizaje para el alumnado participante.

BEST PRACTISE UPAYA PENINGKATAN KETUNTASAN BELAJAR SISWA DENGAN METODE C3T DAN TUTOR SEBAYA

The impression of science subjects as difficult and boring lessons has an impact on the lack of motivation in doing math problems. This results in the low achievement of student learning mastery. This activity focuses on the implementation of the C3T method and peer tutoring in an effort to improve students' science learning mastery, in class VIII MTsN 14 Jombang. The results of the activity showed an increase in the learning mastery of class VIII MTsN 14 Jombang students from 6 students to 28 students. The C3T method as a method that emphasizes students to play an active, fast and intelligent role in learning is proven to be able to increase the motivation of all students so that complete learning can be achieved. The peer tutoring method fosters the self-confidence of students who become peer tutors and a sense of togetherness for students who have not yet completed. ABSTRAKKesan mata pelajaran IPA sebagai pelajaran yang sulit dan membosankan membawa dampak pada kurangnya motivasi dalam mengerjakan soal IPA hitungan. Hal tersebut berakibat pada rendahnya pencapaian ketuntasan belajar siswa. Kegiatan ini berfokus pada implementasi metode C3T dan tutor sebaya dalam upaya meningkatkan ketuntasan belajar IPA siswa, di kelas VIII MTsN 14 Jombang. Hasil kegiatan menunjukkan adanya peningkatan ketuntasan belajar siswa kelas VIII MTsN 14 Jombang dari 6 siswa menjadi 28 siswa. Metode C3T sebagai metode yang menekankan peserta didik untuk berperan aktif, cepat dan cerdas dalam pembelajaran terbukti mampu menambah motivasi seluruh siswa sehingga ketuntasan belajar bisa tercapai. Metode tutor sebaya menumbuhkan rasa percaya diri siswa yang menjadi tutor sebaya dan rasa kebersamaan bagi siswa yang belum tuntas.