Persepsi Tutor dan Mahasiswa terhadap Penilaian Tutorial di Program Studi Pendidikan Dokter Fakultas Kedokteran Universitas Islam Indonesia

FUAD KHADAFIANTO, dr. Gandes Retno Rahayu, M.Med.Ed, Ph.D; dr. Efrayim Suryadi, SU, PA (K) MHPE

2016 | Tesis | S2 Ilmu Pendidikan Kedokteran

Latar Belakang. Model Problem based learning (PBL), bentuk pembelajaran model belajar aktif yang bersifat konstruktif, mandiri, kolaboratif dan kontekstual. Implementasi PBL dalam proses belajar mengajar diwujudkan dalam bentuk diskusi tutorial. Salah satu cara meningkatkan kualitas proses tutorial yaitu dengan memperbaiki atau memilih metode penilaian tutorial yang tepat. Selain persepsi tutor sebagai pengguna, persepsi mahasiswa mengenai manfaat dilaksanakannya suatu proses penilaian dalam PBL sebagai subjek yang dinilai perlu diperhatikan sebagai pertimbangan dalam menetapkan model penilaian yang dilakukan. Metode diskusi tutorial-PBL yang disepakati di PSPD FK UII adalah menggunakan seven jumps, tiap 1 skenario bisa dilakukan 2-3 kali penyelenggaraan diskusi tutorial. Proses tutorial ini dinilai dan menjadi komponen dari penilaian yang bersifat sumatif, untuk itu penilaian ini harus dijamin kualitasnya baik dari segi validitas, reliabilitas, dampak pembelajarannya maupun dari segi kemudahan pelaksanaannya. Untuk itu diperlukan suatu proses evaluasi terus-menerus untuk dapat memastikan kualitas penilaian tersebut terjaga mutunya. Tujuan. Tujuan penelitian ini adalah melakukan eksplorasi perspektif tutor dan mahasiswa terhadap penilaian tutorial di PSPD FK UII, melakukan eksplorasi literatur ilmiah terkait penilaian proses tutorial PBL, serta merekomendasikan perbaikan sistem penilaian tutorial di PSPD FK UII Metode. Penelitian ini menggunakan metode kualitatif melalui pendekatan studi kasus. Penelitian ini dilakukan di program studi pendidikan dokter fakultas kedokteran Universitas Islam Indonesia. Populasi penelitiannya adalah perwakilan mahasiswa dari angkatan 2011-2014 dengan variasi jenis kelamin, kemampuan kognitif berdasarkan nilai ujian tulis blok dan variasi keaktifan tutorial berdasarkan rerata nilai keaktifan tutorial, dan perwakilan tutor dengan variasi jenis kelamin, alumni/bukan alumni PSPD FK UII, masa kerja, dan pimpinan fakultas/program studi. Pengumpulan data penelitian dilakukan melalui proses FGD dan in-depth interview yang dilakukan oleh peneliti sendiri menggunakan panduan serta direkam dengan audiotape recorder. Hasil. Terdapat 8 (delapan) kategori persepsi yaitu persepsi pengetahuan tutor dan mahasiswa terhadap penilaian tutorial, kesesuaian penilaian tutorial dengan konsep PBL, teknis penilaian, penyimpangan penilaian, objektifitas penilaian, dampak penilaian terhadap proses tutorial, learning/educaional impact penilaian tutorial, dan usulan penilaian tutorial Kesimpulan. Dari 8 (delapan) kategori persepsi penelitian ini merekomendasikan 3 (tiga) hal yaitu pertama terkait pelaksanaan penilaian yang diharapkan tetap dilakukan penilaian tutorial, kedua diperlukan upaya peningkatan objektifitas penilaian tutorial melalui perbaikan berbagai komponen yang terkait penilaian tutorial dan yang ketiga perlu dilakukan upaya pencegahan terjadinya penyimpangan penilaian tutorial.

Background: Problem Based Learning (PBL), a form of active learning model that is constructive, independent, collaborative and contextual, implemented in the learning process in the form of tutorial discussions. The quality of tutorial discussion need to be improved. One way to improve the quality of the tutorial is to revise or to select the appropriate assessment methods of tutorial discussion. Aside from tutor perception as a user, student perception about the benefits of the assessment process in PBL as subjects assessed need to be considered as a consideration in determining the appropriate model of assessment. Tutorial discussion PBL method which was agreed in PSPD FK UII is using a seven jumps, each of one scenario can be done in 2-3 times tutorial discussions. This tutorial process is assessed and the result becomes a component of summative assessment. Therefore, the quality of these assessments must be guaranteed in terms of validity, reliability, impact of learning and in terms of ease of implementation. It is necessary for a continuous evaluation process to ensure that the quality of the assessment is maintained. Purpose: the purpose of this study was to explore the perspective of tutor and student about the assessment of the tutorial discussion, to find the scientific literature related to the assessment of tutorial discussion process and to recommend improvements in the assessment system of tutorial discussion in PSPD FK UII. Method: This study used a qualitative method through a case study approach. This research carried out in the faculty of medicine of Islamic University of Indonesia. The study population was representative students of the years 2011-2014, the representative of tutors, and the leadership of the study program and faculty. The students were selected with a variety of gender, cognitive abilities based on the written test block value, and the variations of student liveliness in tutorial discussion based on the mean of the liveliness value of the tutorial. The tutor representatives also had variations in gender, the origin of faculty of medicine, and the working time. Research data collection was done through focus group discussions and in-depth interviews conducted by the researchers themselves using the guidelines and recorded with the recorder. Results: there were eight categories of perception in the tutorial discussion assessment. The perceptions included the perception of tutor and student knowledge about the assessment tutorials, the conformity tutorial discussion assessment with the concept of PBL, the technical assessment, the deviation judgment, the assessment objectivity, the assessment impact of the tutorial process, the learning/educational impact of tutorials assessment, and the recommendation of tutorial assessment Conclusion: Based on eight categories of perception in the tutorial discussion assessment, this study recommended three things, the first was the recommendation to keep doing the assessment of tutorial, the second was to improve the objectivity of ratings tutorial by improving various components related to the assessment of tutorials, and the third was to prevent the occurrence of irregularities in tutorial assessment.

Kata Kunci : proproblem based learning, tutorials assessment, tutor perception, student perception