Perbandingan Efektifitas antara Computer Based Learning (CBL) dan Kuliah sebagai Metode Pengajaran Bioetika pada Mahasiswa Baru Fakultas Kedokteran Universitas Gadjah Mada  

Oleh:

Suhoyo, Yoyo ; Emilia, Ova ; Hadianto, Tridjoko

Jenis: Article from Journal - ilmiah nasional
Dalam koleksi: Jurnal Pendidikan Kedokteran dan Profesi Kesehatan Indonesia vol. 03 no. 04 (Dec. 2008), page 157-165.
Topik: effective teaching methods; CBL; lecture; knowledge; learning motivation; bioethic teaching

Ketersediaan

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

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Background: Computer-based learning (CBL) refers to a computer-assisted teaching methods in the process of learning. CBL is mostly applied in student-centered active self-study. In CBL, teaching materials, vignettes (written or motion picture), and learning resources can be put into optical storage device such as compact disc (CD), thus giving more portability for the students. The effectiveness of CBL as a method in teaching bioethics can be measured from the accomplishment of learning objectives and from the students' learning motivation level. However, the result of interactive CD application in CBL is not yet known. And as the traditional method in teaching bioethics is by classroom lecture, this will be a good "control" for the CBL. Objective: To compare the effectiveness of CBL to classroom lecture in the teaching of principles of bioethics. Methods: This is a quasi-experimental study, measuring: (1) the bioethics knowledge, measured before and after the intervention, and (2) students learning motivation, measured by Motivated Strategies for Learning Questionnaire (MSLQ). The subjects are all 1st semester students of Faculty of Medicine Universitas Gadjah Mada .. They were randomly assigned into two groups: (1) CBL and (2) lecture group. The data acquired were analyzed with Wilcoxon's rank-signed, Mann-Whitney, and Spearman's rank correlation tests Result: (1) There was a significant increase in knowledge in the lecture group; however the CBL group did not show any significant difference. (2) Both group showed significant increases in learning motivation. (3) The lecture method was significantly better than CBL in increasing knowledge and students' motivation in learning. (4) There is no significant correlation between gender, computer experience and learning style and the increase in knowledge, as well as students' motivation in learning. Conclusion: Classroom lecture is more effective in increasing knowledge and learning motivation of the students in the teaching of principles of bioethics.

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