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

Abstract

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