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Citra Insany Irgananda
Faculty Of Dentistry, Universitas Brawijaya, Indonesia
Education

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Pengaruh Kualitas Skenario Dan Peran Fasilitator Terhadap Keefektifan Diskusi Kelompok Problem-Based Learning Citra Insany Irgananda; Trining Widodorini
Erudio Journal of Educational Innovation Vol 4, No 1 (2017): ERUDIO (JOURNAL OF EDUCATIONAL INNOVATION)
Publisher : Universitas Brawijaya

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Abstract

Skenario dalam Problem-based Learning (PBL) berperan sebagai trigger mahasiswa untuk belajar dan dosen berperan sebagai fasilitator yang memfasilitasi diskusi dalam kelompok kecil pada setiap tahapan dalam PBL serta memotivasi mahasiswa. Hal penting lain yang perlu diperhatikan dalam pelaksanaan PBL adalah menimbulkan partisipasi aktif dari mahasiswa. Sebuah institusi pendidikan perlu mengadakan kegiatan evaluasi berkala terhadap kualitas skenario dan peran fasilitator untuk memastikan bahwa skenario dapat berfungsi sebagaimana mestinya terhadap keefektifan berlangsungnya diskusi kelompok. Skenario yang berkualitas dan peran fasilitator yang baik akan mendukung terlaksananya proses diskusi kelompok yang diharapkan. Tujuan penelitian ini adalah mengetahui pengaruh kualitas skenario, peran fasilitator terhadap keefektifan diskusi kelompok berdasarkan persepsi mahasiswa. Penelitian ini merupakan survei analitik crossectional pada 263 orang mahasiswa. Alat ukur yang digunakan adalah kuesioner untuk mengukur kualitas skenario, peran fasilitator, dan keefektifan diskusi kelompok PBL. Hasil uji F menunjukkan bahwa secara simultan terdapat pengaruh yang signifikan antara kualitas skenario dan peran fasilitator dengan keefektifan diskusi kelompok (sig. 0,000). Hasil Uji Regresi Berganda didapatkan nilai R=0,280, jadi hasil uji menunjukkan adanya pengaruh yang positif dan lemah dari kualitas skenario dan peran fasilitator terhadap keefektifan diskusi kelompok. Kata Kunci : skenario, peran fasilitator, keefektifan diskusi kelompok, PBL
CHANGES IN ABILITY OF SELF-DIRECTED LEARNING OF THE THIRD-YEAR STUDENTS ON PROBLEM-BASED LEARNING Citra Insany Irgananda; Candra Sari Kurniawati; Triyoga Edwin Gautama; Septianita Incha A’raaf
Erudio Journal of Educational Innovation Vol 5, No 2 (2018): Erudio Journal of Educational Innovation
Publisher : Universitas Brawijaya

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Abstract

Learning method applied in Faculty of Dentistry of Brawijaya University is Problem-based Learning (PBL). One of the purposes of PBL is to develop students’ ability of self-directed learning (SDL). SDL is students’ ability to learn independently. This ability is necessary to determine the need and objective of students’ learning. This research aims to compare the ability of SDL of the first-year students and the third-year students of undergraduate program in Faculty of Dentistry of Brawijaya University. This is pre-experimental research using one-group pretest-posttest design. Samples are divided into two groups. The first group is pre-test group consisting of students of 2014 that have ever joined PBL in their first year. Meanwhile, post-test group consists of students of 2014 that have ever joined PBL on their third year. Instrument used in this research is adapted questionnaires. Data is analyzed using Independent Samples T-test, resulting in significant difference of students’ SDL scores between the first year and the third year (p<0.05). The average SDL score of the first year is 228.85 while the third year is 218.20. It can be concluded from this research that students’ SDL score in the first year is higher than that in the third year, and both of them are significantly different.
THE STUDENT’S PERCEPTION OF CONSTRUCTIVE FEEDBACK GIVEN BY INSTRUCTORS IN THE PROSTHODONTIC’S CLINICAL SKILLS LEARNING Citra Insany Irgananda; Adistia Noor Khairani
Erudio Journal of Educational Innovation Vol 6, No 1 (2019): Erudio Journal of Educational Innovation
Publisher : Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18551/erudio.6-1.10

Abstract

Skills lab is a program in the Standar Kompetensi Dokter Gigi Indonesia (SKGI) that has to be carried out by dentistry students. One of them is the Prosthodontics skills lab. A constructive feedback is expected to be provided by the instructor to the students in the skills lab. This research was aimed to evaluate students’ perception about the constructive feedback given by the instructor during the Prosthodontics skills lab in the Dentistry Faculty of Universitas Brawijaya. This study used mixed methods combining the quantitative and qualitative methods. The quantitative data showed that a majority of Universitas Brawijaya’s class of 2015 dentistry students (55.9%) assumed that the feedback given by the instructor was moderate. The rest stated that they received a level 3 feedback which is feedback in form of giving correct answers and their detailed explanation. The qualitative data showed that the constructive feedback was motivation, improvement, and recommendation that the students received. The correct way of giving feedback according to the respondents’ perception is by giving explanation, positive expressions, constructive, honest, motivational, and giving demos. The benefits are as an evaluator, motivator, and a way to show students’ mistakes. The respondents’ experience during the Prosthodontics skills lab is receiving good feedback, understanding the presence of different perceptions among instructors, and understanding that there are also instructors that do not give guidance. According to Universitas Brawijaya’s class of 2015 dentistry students, the similarity in perception among instructors in giving feedback, the delivery of the feedback, the need of videos and demo during skills lab, and punctuality in the Prosthodontics skills lab need to be addressed.
Co-Authors Adistia Noor Khairani Candra Sari Kurniawati Septianita Incha A’raaf Trining Widodorini Triyoga Edwin Gautama