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All Journal Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Refleksi Pembelajaran Inovatif
Fuad Khadafianto
Medical Education Unit, Fakultas Kedokteran Universitas Islam Indonesia
Humanities Education Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Public Health Social Sciences

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Rancangan Perbaikan Penilaian Tutorial Berdasarkan Sudut Pandang Tutor dan Mahasiswa serta Literatur Fuad Khadafianto; Gandes Retno Rahayu; Efrayim Suryadi
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 5, No 2 (2016): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (544.073 KB) | DOI: 10.22146/jpki.25321

Abstract

Background: Problem Based Learning (PBL), a form of active learning model that is constructive, independent, collaborative and contextual, implemented in the learning process in the form of tutorial discussions. The quality of tutorial discussion need to be improved. One way to improve the quality of the tutorial is to revise or to select the appropriate assessment methods of tutorial discussion. Aside from tutor perception as a user, student perception about the benefits of the assessment process in PBL as subjects assessed need to be considered as a consideration in determining the appropriate model of assessment. One of tutorial discussion PBL method is using a seven jumps. This tutorial process is assessed and the result becomes a component of summative assessment. Therefore, the quality of these assessments must be guaranteed in terms of validity, reliability, impact of learning and in terms of ease of implementation.Method: This study used a qualitative method through a case study approach that use focus group discussions and in-depth interviews. This research carried out in the faculty of medicine of Islamic University of Indonesia. The study population was representative students of the years 2011-2014, the representative of tutors, and the leadership of the study program and faculty. Results: there were eight categories of perception in the tutorial discussion assessment. The perceptions included the perception of tutor and student knowledge about the assessment tutorials, the conformity tutorial discussion assessment with the concept of PBL, the technical assessment, the deviation judgment, the assessment objectivity, the assessment impact of the tutorial process, the learning/educational impact of tutorials assessment, and the recommendation of tutorial assessmentConclusion: Based on eight categories of perception in the tutorial discussion assessment, this study recommended three things, recommendation to keep doing the assessment of tutorial, to improve the objectivity of ratings tutorial by improving various components related to the assessment of tutorials, and to prevent the occurrence of irregularities in tutorial assessment.
Refleksi pembelajaran anatomi pada mahasiswa kedokteran fase ketiga melalui applied and clinical question Zainuri Sabta Nugraha; Fuad Khadafianto; Ika Fidianingsih
Refleksi Pembelajaran Inovatif Vol. 1 No. 1 (2019): Volume 1 Nomor 1 Tahun 2019
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/rpi.vol1.iss1.art3

Abstract

Latar belakang Anatomi merupakan ilmu dasar yang sangat penting bagi mahasiswa kedokteran. Walaupun pengajaran anatomi telah diselenggarakan pada semester awal, namun pada praktek klinik, mahasiswa kesulitan untuk mengaplikasikan ilmu ini pada suatu kasus. Untuk itu kombinasi metode yaitu recalling melalui minikuis disertai kasus klinik (applied and clinical question) sangat urgen. Metode Peserta yang mengikuti program ini adalah mahasiswa semester VI, Program studi Pendidikan Dokter Fakultas Kedokteran Universitas Islam Indonesia. Applied and clinical anatomy question disusun setiap minggu sebanyak 1 sampai 2 soal, dan pada akhir blok dalam ujian blok sebanyak 8 sampai dengan 11 soal. Total soal berjumlah 53 soal. Pada awal setiap blok dilakukun pretes sebanyak antara 11 sampai dengan 19 soal, total soal 50. Pada pertengahan berjalannya blok, departemen Anatomi memberi kuliah contoh contoh soal antomi klinik dan pembahasan, dan mendorong kembali mahasiswa mempelajari anatomi klnik secara mandiri. Setelah selesai blok (akhir semester) peserta mengikuti postes sebanyak 50 soal. Kuasioner dan focus group discussion mahasiswa untuk evaluasi. Hasil Rata-rata nilai pretes anatomi klinik dibanding postes meningkat yaitu 39,9(±7,97) menjadi 47,41 (±8,47) dengan nilai p=0,00. Sebanyak 95,29% mahasiswa menyadari pentingnya anatomi untuk memahami penyakit. Sebanyak 84,70% menyatakan Applied and clinical question untuk anatomi bermanfaat. Kesimpulan. Mahasiswa menyadari pentingnya anatomi untuk memahami penyakit. dan menyatakan Applied and clinical question untuk anatomi bermanfaat. Applied and clinical question dapat meningkatkan pemahaman anatomi (p=0,00). Namun adanya tujuan belajar yang lebih rinci untuk fase lanjut terkait anatomi klinik untuk panduan belajar anatomi secara mandiri perlu disiapkan.
Co-Authors Efrayim Suryadi Gandes Retno Rahayu Ika Fidianingsih Zainuri Sabta Nugraha