Faktor-faktor yang Mempengaruhi Mahasiswa Fakultas Kedokteran Universitas Gadjah Mada untuk Melaksanakan Pembelajaran yang Konstruktif, Mandiri, Kolaboratif dan Kontekstual dalam Problem-Based Learning  

Oleh:

Secondira M.R., Verdika ; Retno R, Gandes ; Suhoyo, Yoyo

Jenis: Article from Journal - ilmiah nasional
Dalam koleksi: Jurnal Pendidikan Kedokteran dan Profesi Kesehatan Indonesia vol. 04 no. 01 (Apr. 2009), page 32-45.
Topik: Constructive learning; collaborative learning; self-¬directed-learning; contextual learning; problem-based learning

Ketersediaan

Perpustakaan FK Nomor Panggil: J38.K.02 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Background: Basic theories that underlie the implementation of PBL are constructive, collaborative, self-directed, and contextual learning. Many studies have been done regarding various aspects of PBL, however, there are very limited studies that explore factors influencing students towards constructive, collaborative, self-directed, and contextual learning. Objective: The study aimed to explore factors influencing students toward constructive, collaborative, self-directed, and contextual learning. Method: It is an explorative study using qualitative approach. Subjects are 65 medical students from regular & international class, choose purposively and 6 tutors and block coordinators. First the subjects were invited to attend a scheduled meeting to explain the meaning of constructive, collaborative, self -directed, and contextual learning. After that they were asked to complete open questionnaire asking 3 main factors influencing students toward constructive, collaborative, self-directed, and contextual learning in PBL. Result: There are 264 items that influence students toward constructive, collaborative, self-directed, and contextual learning. Those items are categorized into 7 domains and each domain has each own sub domain. Based on the percentage, the highest to the lowest are: factors from students (28,41%); teachers (22,35%); facilities (19,70%); learning process (16,67%); learning content (4,92%); learning schedule (4,55%); others (3,40%). Conclusion: The most influence factor toward constructive, collaborative, self-directed, and contextual learning is factor from students them self.

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