Detail Penggunaan Concept Mapping Pada Problem Based Learning dan Student Oral Case Analysis Bibliografi Author: SUGIARTO, BILLY ; Rukmini, Elisabeth (Advisor); Prastowo, Nawanto Agung (Advisor); Jena, Yeremias (Examiner) Topik: concept mapping; concept mapping; assessment tools; Problem Based Learning (PBL); Student Oral Case Analysis (SOCA); metode penilaian Bahasa: (ID )     Penerbit: Fakultas Kedokteran Unika Atma Jaya     Tempat Terbit: Jakarta Utara    Tahun Terbit: 2014     Jenis: Theses - Karya Tulis Ilmiah Kedokteran (KTI-FK) Fulltext: Billy_Sugiarto_KTI_2014.pdf (822.47KB; 1 download) Ketersediaan Perpustakaan FK Nomor Panggil: KTI-FK-704 Non-tandon: tidak ada Tandon: 1  Lihat Detail Induk Abstract Concept mapping (CM) had been widely used in many countries and fields of education particularly medical education because CM can trigger meaningful learning, however it hasn’t been used in the Faculty of Medicine Atma Jaya Catholic University as learning tools or assessment method. The aim of this study was to find out the opinion of students and teachers if CM was used as an assessment method in problem based learning (PBL) and student oral case analysis (SOCA). This research contains of four groups of data. (1)Questionnaire for the students to see students’ opinion of the usage of CM. The questionnaire was distributed after the students made CM and filled by 141 students. (2) 46 CM that was made for SOCA that chosen from 207 CM that assessed by Novak and Moni methods to see whether those methods can be applied and accepted by the assessors. (3) Questionnaire for the assessors of CM for SOCA to see and compare the positive and negative aspect of two methods of assessment that is Novak and Moni. (4) 16 CM that was made for PBL analyzed with Nicoll’s method to see if the method was applicable to analyzed and assess CM. As a comparison, Novak’s method of assessment was used to assess the same CM. The result of this research: (1) Students accept CM to be used in PBL and SOCA but not as an assessment tools but as a learning tools. (2)A more frequent training about the making of CM is needed. (3) Novak’s method of assessment resulting in significant differences between the three assessors. (4) Moni’s method of assessment resulting in no significant differences between the three assessors. (5)All assessors prefer to use Moni’s method rather than Novak’s. (6)The analysis using Nicoll’s method resulting in 50% differences between inter-rater, whereas Novak’s method of assessment resulting in 100% inter-rater agreement. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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