Perbandingan Iklim Pendidikan pada Penerapan Kurikulum Berbasis Kompetensi dan Kurikulum Berbasis Disiplin dengan Dundee Ready Educational Environment Measure di Fakultas Kedokteran Universitas Brawijaya Malang

dr. Rachmad Sarwo Bekti, dr.Gandes Retno Rahayu, M.Med.Ed., PhD

2013 | Tesis | S2 Ilmu Pendidikan Kedokteran

Latar Belakang: Implementasi Undang-undang pendidikan dan Praktek Kedokteran menyebabkan institusi pendidikan dokter melakukan perubahan kurikulum secara mendasar. Evaluasi Implementasi kurikulum baru yang berbasis kompetensi belum memeberikan informasi bermakna untuk kepentingan pengembangan. Persepsi terhadap lingkungan pendidikan dianggap merupakan salah satu aspek penting yang informatif untuk evaluasi implementasi kurikulum. Penelitian ini bertujuan untuk mengetahui kualitas lingkungan pendidikan dokter dalam masa transisi penerapan KBK pada pendidikan dokter di Indonesia dengan menggunakan instrumen Dundee Ready Educational Measure (DREEM) Metode: Dengan menggunakan disain penelitian analitik observasional potong lintang post ex facto, persepsi mahasiswa, dosen dan penyelenggara pendidikan dievaluasi dengan menggunakan kuisoner DREEM yang telah diterjemahkan dengan metode back translation. Persepsi dosen dan mahasiswa dibedakan antara persepsi yang diharapkan dan persepsi yang dialami (aktual), sedangkan persepsi penyelenggara berupa persepsi yang diharapkan sebagai pembanding. Hasil: Instrumen DREEM yang digunakan memiliki koefisien Cronbach Alpha 0,94. Tidak ada perbedaan persepsi ideal antara dosen, mahasiswa dan pimpinan baik untuk KBD maupun KBK (p>0,05, n=716). Nilai rerata total DREEM aktual mahasiswa KBK lebih baik dibandingkan nilai rerata mahasiswa KBD (p<0,05) demikian juga pimpinan (p<0,05), sementara dosen mempersepsi tidak ada perbedaan antara KBK dan KBD (p>0,05). Nilai rerata kelima skala dalam DREEM pada KBK aktual lebih tinggi dibandingkan dengan KBD (p<0,05). Kesimpulan: KBK dinilai lebih baik dalam mewujudkan lingkungan pendidikan dari kelima skala dalam DREEM, terutama oleh mahasiswa dan pimpinan. KBK dipersepsi memberikan kontribusi pada perbaikan kualitas belajar, atmosfir dan efikasi diri mahasiswa. KBK membutuhkan perhatian pada kesesuaian pembelajaran dengan sasaran belajar, stimulasi belajar mahasiswa secara aktif, peningkatan efikasi diri mahasiswa dalam strategi belajar dan perencanaan karir (persepsi efikasi diri), serta perbaikan layanan mahasiswa untuk meningkatkan kehidupan sosial.

Background : ¸The issuance of National education law and Medical Practice law requires all national medical schools to adjust their curriculum. This emergence top-bottom policy is assumed to not giving adequate opportunity for many medical schools doing comprehensive curriculum evaluation which enable them setting new curriculum that facilitate the production of better physician. Perception of educational environment has been theoretically regarded as essential measure for measuring impact of curriculum implementation where its use was not regularly done by most of medical school in Indonesia. This research was aimed to explore the quality of new competency based curriculum (CBC) by measuring educational climate in its transition implementation as well as to map the strength and weakness of particular curriculum compared with previous one by using Dundee Ready Educational Environment Measure (DREEM). Metode: The study was designed as cross sectional observational analytic post ex facto research by measuring perception of students, lecturers and leaders using DREEM questionnaire that has been adapted with back translation method. The comparison was measured by using actual and ideal perception gap of the respondents of both old and new curriculum. The mean score difference of the DREEM items, scales and total scores were analyzed to evaluate the strength and the weakness of both curriculum. Hasil: Cronbach Alpha coefficient of DREEM used was 0,94. No ideal perception difference between student, lecture and leader for old and new curriculum. Total mean score of students’s CBC was better than students in its old curriculum counterpart, as well as the leader perception (p<0,05). Lecturer did not perceive any difference between CBC and old curriculum implementation (p>0,05). All five scales of DREEM in CBC were perceived to be higher than in DBC (p<0,05). Kesimpulan: CBC implementation in medical school was perceived to be better realizing good educational environment for all five scales of DREEM. CBC was also perceived to positively improving the quality of learning, academic atmosphere and selves efficacy of students. Implementation of CBC still requires attention in alignment between learning outcome description on actual learning, stimulation of active learning, student self-efficacy development and increasing the service quality of student support to improve student social well-being.

Kata Kunci : curriculum evaluation, educational environment, educational climate