SIMAM (Sistem Informasi Manajemen Aset Muhammadiyah) di PCM Tebet Timur dan PCM Tebet Barat, Jakarta selatan

SIMAM (Sistem Informasi Manajemen Aset Muhammadiyah) di PCM Tebet Timur dan PCM Tebet Barat, Jakarta selata

KTI-TKV-2110033005-SYALAITA SHAFA SALSABILA-REPOSITORY

Latar Belakang: STEMI bisa terjadi akibat aliran darah di arteri koroner yang tiba -tiba terhenti karena adanya penyumbatan, yang disebabkan oleh pecahnya plak lemak dalam pembuluh darah koroner. Hal ini menyebabkan aliran darah ke otot jantung terganggu, yang mengakibatkan iskemia yang signifikan dan berlangsung lama. Oleh karena itu, Pemantauan Hemodinamik yang tepat dan efektif dalam pengelolaan STEMI Inferior selama Tindakan Percutaneous Coronary Intervention (PCI) sangat penting untuk mencegah komplikasi dan meningkatkan hasil pengobatan. Metode: penelitian ini adalah studi kasus pada seorang pasien dewasa diagnosa ST Elevation Myocardial Infraction (Stemi) Inferior dengan Riwayat gejala nyeri dada yang dilakukan Tindakan Percutaneous Coronary Intervention (Pci) di RSUD Kabupaten Tangerang. Data penelitian yang diambil dari data sekunder bulan Januari - Mei 2024. Hasil: pada kasus ini, selama Tindakan PCI berlangsung terjadi penurunan dan penaikan hemodinamik serta adanya Premature Ventricular Contraction (PVC). Kesimpulan: pasien mendapatkan Tindakan PCI dan saat Pemantauan Hemodinamik ditemukan adanya PVC karena Oksigenasi yang berkurang. Kata Kunci: STEMI Inferior, Pemantauan Hemodinamik, Percutaneous Coronary Intervention (PCI) Daftar Pustaka: 27 (2017-2023

The Impact of the Integration of Metacognitive Strategy in the Flipped Classroom Model on Vocational High School Students’ Writing Skill, Writing Anxiety, and Writing Self-Efficacy

he purpose of this study was to investigate the role of metacognitive strategy integration in the best class model on writing ability, anxiety, and self-efficacy in writing. The method used in this study was a quasi-experiment involving 250 vocational high school students using a random sampling method with 60% female and 40% male. The experimental group used five different types of metacognitive strategies with the flipped classroom model, while the control group received metacognitive strategy instruction intervention with traditional classes. The instruments used in this study were a writing self-efficacy scale, a writing ability measurement scale, two writing tasks, and a writing anxiety scale. Data analysis used the one-sample Kolmogorov–Smirnov (K-S) Test and the one-way ANCOVA test. The results showed that the integration of metacognitive strategies based on flipped classrooms was able to significantly improve writing ability compared to writing ability that received metacognitive strategy intervention in traditional classes. The improvement of students’ writing skills is seen in several components, namely content, organization of ideas, vocabulary usage, and mechanics. Metacognitive strategies that included planning, monitoring, and evaluation are able to improve the quality of students’ essay writing. The integration of metacognitive strategies in the flipped classroom model encouraged students to fully participate in various online learning activities before attending class and could reduce anxiety and writing self-efficacy substantially. This learning activity improves high-level cognitive skills, which can directly prepare students before entering the learning process activities. This study implies that the integration of technology with language learning models will not only be able to improve language skills but also be able to improve aspects that support the improvement of these language skills and reduce writing anxiety because students are equipped with various features in technology