Pengaruh self-assessment terhadap identifikasi kebutuhan belajar dan aktivitas belajar mahasiswa

SUSANI, Yoga Pamungkas, dr. Gandes Retno Rahayu, M.Med.Ed., Ph.D

2009 | Tesis | S2 Ilmu Pendidikan Kedokteran

Latar Belakang: Profesional di bidang kesehatan diharapkan untuk dapat selalu mengidentifikasi kekuatan dan kelemahannya dalam kehidupan profesionalnya. Self-assessment dianggap penting dalam proses tersebut hingga dalam proses pendidikan. Namun demikian, belum ada studi yang membuktikan dan mendukung self-assessment sebagai intervensi tunggal berpengaruh dalam proses belajar terutama dalam identifikasi kebutuhan belajar dan aktivitas belajar mahasiswa. Tujuan: Untuk mengetahui pengaruh self-assessment dalam proses belajar mahasiswa, terutama dalam identifikasi prioritas kebutuhan belajar dan aktivitas belajar. Metode: Penelitian ini merupakan penelitian kuantitatif berupa studi kuasi eksperimental. Total 46 mahasiswa dibagi menjadi 2 kelompok secara random, terdiri dari 22 mahasiswa kelompok kontrol, dan 24 mahasiswa kelompok intervensi. Mahasiswa kedua kelompok menilai kebutuhannya sebelum dan sesudah pembelajaran pemasangan infus. Pada saat pembelajaran, mahasiswa kelompok intervensi melakukan self-assessment sedangkan kelompok kontrol tidak. Seminggu kemudian, dinilai aktivitas belajar yang dilakukan mahasiswa selama 1 minggu terakhir dan durasi belajar keterampilan pemasangan infus. Hasil: Analisis secara individual terhadap perubahan persepsi kebutuhan belajar sebelum dan sesudah pembelajaran pemasangan infus menunjukkan adanya pengaruh self-assessment dalam memprioritaskan kebutuhan belajar (p = 0,023). Mahasiswa kelompok intervensi belajar lebih mendalam pada aspek-aspek tertentu sesuai dengan kebutuhan belajar yang telah diidentifikasi sebelumnya (p = 0,001). Tidak didapatkan perbedaan bermakna dalam hal durasi belajar (p = 0,132). Kesimpulan: Berdasar hasil penelitian ini dapat disimpulkan bahwa self-assessment berpengaruh pada mahasiswa dalam proses aktivitas belajar. Dengan durasi belajar yang sama, mahasiswa yang melakukan self-assessment belajar lebih fokus pada aspek-aspek tertentu dibandingkan dengan aspek lain.

Background: Health professionals are expected to identify their own learning needs as part of their professional life. Self-assessment has been considered as an important aspect to be implemented in education process. It is assumed that self-assessment has an impact in learning process. However, it is still lack of evidence. Aim: To find out the influence of self-assessment in students’ learning process, particularly in setting learning needs priority and promoting learning activity. Methods: A quasi-experimental study was conducted among 46 students. These total subjects were proportionally randomly assigned into control and intervention group. Both groups identified learning needs before venous cannulation skills teaching process began. In the middle of teaching process, students in intervention group self-assessed their ability. Then, both groups set priorities of their learning needs based on their perceptions. A week later, students recalled their learning activities and the allocation of their learning time in the past week. Results: Individual analysis toward change in students’ learning needs perception showed that self-assessment had an effect for students in prioritizing learning need (p = 0.023). Students in intervention group had more focus in learning certain aspects appropriate with their needs identified previously (p = 0.001). There was no significantly difference in the allocation of their learning time (p = 0.132). Conclusion: This study proved that self-assessment influenced students to prioritize their learning needs and to have more focus in their learning. Based on this study, it is worthwhile to implement self-assessment in educational process.

Kata Kunci : Self,assessment,Kebutuhan belajar,Aktivitas belajar,Prioritas, self-assessment, learning needs, learning activity, priority