KEBUTUHAN DAN PENGEMBANGAN PEMBELAJARAN DENGAN TEKNOLOGI INFORMASI (E-LEARNING) DI FAKULTAS ILMU KESEHATAN UNIVERSITAS RESPATI YOGYAKARTA

Background: The development of information and communication technology has provided a positive effect on the world of education. Elearning is a teaching method that is applied in education and was designed in the Health Science Faculty of Respati University in Yogyakarta, but now there are no e-learning that can be used to support learning. E-learning applications can be designed to suit the needs of its capabilities at the Health Science Faculty of Respati University in Yogyakarta. Method: Action research study design. The sample stage of diagnosing and planning actions taken by managers and lecturers a purposive sampling techniques, sample student with cluster of random sampling. The samples on the stage taking and evaluating the action taken with the technique of convenience sampling. Data analysis in this research is the descriptive analysis of qualitative and quantitative. The size of the validity of the data is performed using the method of triangulation. Results and Discussion: Availability of hardware and software technology has been ready to support the use of information technology but to the readiness of the means by which the user has not all ready for 8.4% of the students, while teachers are all using computers. Availability of computer technology that has not been 100% owned e-learning can be inhibited. Ability to use internet software contained 2.9% of students who can not, a lecturer are 2.0%. Tools used are downloading, uploading, quizzes, assignments and discussions. Users agree as much as 99% if the e-learning design be used to support of learning. Conclusions and suggestions: Needs of e-learning course is suitable as a supporting curriculum applies. Menu e-learning is a download, upload content, quizzes, assignments and discussion. Hardware software technical support has been prepared but not yet all ready user readiness. Evaluation design e-learning accessible, engaging, and agree if applied as complementary learning with some improvement suggestions

DAMPAK OSCE TERHADAP PEMBELAJARAN DAN EFEK KATALITIK OSCE PADA MAHASISWA TAHUN KE I , II dan III FAKULTAS KEDOKTERAN UNIVERSITAS GADJAH MADA

Background: OSCE has been one of the assessment tools used in the Faculty of Medicine, Universitas Gadjah Mada (UGM), Yogyakarta since 1993. The combination of the benefits of OSCE has been demonstrated, namely the validity, reliability and obyectivity. In addition to these benefits, OSCE also has a number of limitations such as creating anxiety on students and requiring resource complexity. Objective: This study aimed to explore learning impact and catalytic effects of OSCE on year I, II and III students the Faculty of Medicine, UGM. Methods: This was a qualitative study. Data collection used Focus Group Discussion. The number of participants was 25 students divided into 3 groups, consisting of year I students of 7 people, year II students of 10 people and year III students of 8 persons taken with purposive sampling. Data were collected after the students completed OSCE. The analysis was done with Atlasti version 6. Intercoding was done with the help of an expert in medical education and health professional. Credibility was performed with triangulation in term of technique and time, peer discussions, negative case analysis, member checks, and low inference descriptor. Two supervisors acted as auditors to keep the research dependency degree of and certainty. Results: OSCE had given impacts, among others, there was a shift in students learning strategy that focused more on clinical skills and learning motivation had increased. Students estimated the outline the material being tested and chose the most appropriate learning strategy. Students expected constructive feedback in the OSCE. Students were looking for help in terms of learning difficulties to friends and teaching assistant. However, OSCE caused anxiety in most students. Regarding the place to study, the most ideal place to learn skills was in the skills lab. OSCE catalytic effects in this study were that OSCE made students more aware of being diligent to study, they actively sought learning resources, they became more creative in learning, and learning became more integrated and comprehensive. In addition, social interaction with study groups or learning together increased. Conclusion: OSCE as an assessment tool shows its effectiveness by providing learning and positive effects for students. Nevertheless, to conduct OSCE well needs standardization of each observer. Observer needs to have the ability to provide constructive feedback. Stress and adaptation in the student need to be investigated more deeply. The limitation in this study is that the average time used by students to prepare for the OSCE is not explored. This research should be continued with other methods such as cross-sectional or survey or a mixed method

EVALUASI PENERAPAN METODE PEMBELAJARAN BERPUSAT PADA MAHASISWA (STUDENT CENTERED LEARNING) PADA PROGRAM STUDI ILMU GIZI FKM UNHAS

Background: Shifting method from teaching to learning approaches require students to take the initiative to learn more, while academic staff only acts as a facilitator and requires them to be able to manage learning activities well. Thus it is necessary for them to know several methods of essential student centered learning so they can select the most suitable type of learning method to achieve the learning competencies from a single subject. Objective: To determine academic staff knowledge, students of Nutrition Department, Faculty of Public Health class of 2008 and 2009 and supporting staff�s knowledge about student learning centered method. Method: This research was conducted with the mixed method (embedded design, qualitative research as part of the quantitative research) with a primary emphasis on quantitative research involving all students of class 2008 and 2009, who are still in the academic phase, academic staff of nutritional department and supporting staff of Faculty of Public Health, Hasanuddin University. Result: There are 3 methods most answered correctly by 54.5% of respondents that the advantages of using small group discussion, advantages of cooperative learning and problem based learning weaknesses. While the least correct answer is the advantage of problem-based learning method that is 4.5% respondents. Table 4.2 For open questions, Table 4.3 illustrates that the most preferred methods are small group of, 18.2

EVALUASI PROSES PROGRAM KESEHATAN REPRODUKSI REMAJA DUNIA REMAJAKU SERU (DAKU!) DI SMU KOTA JAMBI

Background: Internet development and speedy information traffic have created new opportunity for teenagers to interact with others or seek information through simulation or computer game. Generally the information found in the internet is far more interesting and impressive so that it brings strong impact to teenagers. Technology will undeniably affect all aspects of our life. Numerous reproductive health promotion programs have created varied forms of education, among others is DAKU!. Objective: To identify the implementation of DAKU! reproductive health program and response, knowledge of students about DAKU! reproductive health education program using computer implemented at senior high school of Jambi Municipality. Method: The study used qualitative method and phenomenological approach. Subject of the study were students of senior high schools that implemented DAKU! program. Data were obtained through indepth interview, focus group discussion and observation. Result and Discussion: DAKU! program had been implemented in schools for more than three years and become part of school activitie

STUDI KUALITATIF DAMPAK UJI KOMPETENSI DOKTER INDONESIA TERHADAP PEMBELAJARAN PADA MAHASISWA KEDOKTERAN

Background. The medical education institution should have two important characteristics as the institution�s consideration, the first is about the importance of using the right assessment as a measuring instrument and the role of curriculum in producing good quality graduates. UKDI is only one exit to be a doctor that will certainly have varied impact on students from the expected and unexpected. Objectives. The purpose of this study was to determine the impact on student�s UKDI learning, on which will follow UKDI, related to the allocation of time for study, the number of hours of study, the distribution of learning, the selection of learning resources and learning materials selection. Methods. The research method on this study is qualitative study that uses Focus Group Discussion to get the data. The number of participants is 61 students divided into 6 groups. The groups of students is at the Faculty of Medicine with the accreditation of A, B and C respectively - each of the public and private colleges. Results. The results of qualitative analysis portrayed that UKDI has an impact on the student learning. The impact of learning that occurs associated with two things, the first is relate to the quality of student learning and the second related to student metacognitive regulation. The general quality of the student�s learning that occurs in facing UKDI is still low, which is learning by memorizing. For metacognitive regulation is relate to the allocation, the number and distribution of learning, the selection of learning materials, the selection of learning resources, the selection of a place of learning, learning strategies, learning to maintain consistency, and monitoring the process of learning and improvement. Conclusion. UKDI have an impact on the learning of medical students, both in the quality of learning and metacognitive regulation

STUDI VALIDITAS DAN RELIABILITAS SCRIPT CONCORDANCE TEST PADA LULUSAN DOKTER BARU FAKULTAS KEDOKTERAN UNIVERSITAS AIRLANGGA

Background: Clinical reasoning is a necessary skill as a medical doctor. Some methods have been proposed to assess clinical reasoning skill. In the medical practice, there is the context of uncertainty that is not accommodated by some existing written assessment methods. By the purpose of context of uncertainty, the SCT was developed. In order to know the quality of SCT, its validity and reliability was assessed. Aim: to know validity and reliability of SCT in assessing clinical reasoning skill of fresh graduated medical doctor. Methods: In order to develop and assess of item quality, the following steps was conducted: (1) blueprint developmen

SUASANA PEMBELAJARAN, STRATEGI BELAJAR DAN PRESTASI AKADEMIK DI PROGRAM STUDI ILMU KEPERAWATAN FAKULTAS KEDOKTERAN DAN ILMU KESEHATAN UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

Objective: The study aimed to investigate the relationship between students' perceptions of the learning environment and learning strategies with academic achievement of undergraduate nursing students. Methods: This was a descriptive analytic study of cohort (232) undergraduate nurse students, and employed a accidental sampling. This study used two questionnaires: DREEM and ASSIST. Data were analyzed with Pearson Correlation and multiple regressions. Results: The overall score of DREEM was 131.03/200 (SD 17.04) which Means that undergraduate nurse students have positive perceptions of their learning environment. There was an increasing of applying surface apathetic approach in line with the increasing of level of academic years, and a decreasing use of strategic and deep approach in line with the level of academic years. The results of this study showed no relationship between students� perceptions of learning environment with student�s academic achievement, there is no relationship between learning approaches with students 'academic achievement, and there is no relationship between students' perceptions of the learning environment and learning strategies with achievement student academic achivement. It also showed that learning atmosphere and learning approache contibutes as much as 1.6% on student academic achievement, so there are still many other factors that influence student academic achievement in school of nursing Universitas Muhammadiyah Yogyakarta. Reccomendation: There were several suggestions from the study including: providing academic preparation particularly soft skills and knowledge required by first year students to be well-adapted, both methods of learning and social life, improving student assessment optimizing the learning environment by improving the quality of teaching staff/faculty, and improving facilities required and optimizing the academic and non academic support for student development