EVALUASI PROSES PEMBERIAN FEEDBACK DI TUTORIAL PROBLEM-BASED LEARNING DI FAKULTAS KEDOKTERAN UNIVERSITAS ISLAM SUMATERA UTARA
TEZAR SAMEKTO DARUNGAN, 1. dr. Gandes Retno Rahayu, M.Med.Ed., PhD.; dr. Mora Claramita, MHPE., PhD.
2016 | Tesis | S2 Ilmu Pendidikan KedokteranTujuan penelitian: feedback merupakan komponen penting dalam pembelajaran termasuk di dalam kegiatan tutorial. Untuk memastikan agar feedback di, tutorial dapat efektif sehingga mencapai manfaatnya maka diperlukan suatu evaluasi. Penelitian ini bertujuan mengevaluasi proses pemberian feedback di tutorial ProblemBased Learning di Fakultas Kedokteran Universitas Islam Sumatera Utara Metode penelitian: penelitian ini menggunakan metode campuran (mixed methods) dengan metode kuantitatif dilakukan terlebih dahulu, dilanjutkan dengan metode kualitatif dengan pendekatan phenomenology. Subjek penelitian adalah mahasiswa Fakultas Kedokteran angkatan 2012 dan tutor yang menjadi fasilitator di kegiatan tutorial Problem-Based Learning. Analisa data kuantitatif dilakukan dengan analisa deskriptif. Analisa data kualitatif dilakukan melalui analisis verbatim, koding, kategorisasi dan penarikan kesimpulan Hasil : mahasiswa pernah menerima feedback namun tidak rutin. Mahasiswa dan tutor merasa bahwa feedback itu penting dan memiliki banyak manfaat. Dalam praktiknya, feedback diberikan atas dasar hasil observasi langsung; tutor. Action plan sering diberikan namun jarang melibatkan diskusi. Self-assessment/refleksi juga bukan sebuah hal rutin. Isi feedback lebih sering berupa komentar umum, daripada,komentar, yang, spesifik. Feedback lebih sering dikomunikasika;n dalam bentuk satu arah. Respons mahasiswa bervariasi dalam menanggapi feedback. Dalam memberi dan menerima feedback, mahasiswa, tutor, kegiatan tutorial dan isi feedback itu sendiri dapat mempengaruhi. Mahasiswa memiliki preferensi feedback yang berfokus pada aspek struktural feedback (frekuensi pemberian feedback, isi feedback yang detail dan spesifik, komunikasi dua arah dalam pemberian feedback dan sasaran feedback). Tutor lebih mengharapkan institusi yang kembali memnberikan sosialisasi mengenai pemberian feedback yang baik. Kesimpulan : walaupun feedback dirasa perlu dan memiliki banyak manfaat, feedback di tutorial Fakultas Kedokteran Universitas Islam Sumatera Utara masih belum sesuai dengan prinsip pemberian feedback. Banyak faktor yang mempengaruhi feedback yang masih belum sesuai dengan prinsip pemberian feedback.
Objective: Feedback is an important component in learning, including in tutorials. To ensure that the feedback can be effective requires an evaluation. This study aimed to evaluate the process of providing feedback on the Problem-Based Learning tutorialsin the Faculty of Medicine, Universitas Islam Sumatera Utara. Methods:This study used mixed methods with a quantitative method performed first, followed by a qualitative method with a phenomenology approach. The subjects were the undergraduate medical students of the class of 2012 and tutors. The quantitative data analysis was done by the descriptive analysis while the qualitative data analysis was done through verbatim analysis, coding, categorization and conclusion. Results: The students had received feedback but not routinely. Both the students and the tutors had perceived that feedback was important and gave them many benefits. In practice, feedback was given on the basis of tutors direct observation results. Action plan was often given but rarely involved discussion. Self-assessment/reflecttion was also not a matter of routine. The contents of feedback were more often in the form of general comments. Feedback was often communicated in one direction. The students response to feedback varied. In giving and receiving feedback, the students, the tutors, the tutorial activities and the content of the feedback itself could influence one another. The students had preferences so feedback can be more easily accepted and they focused on the structural aspects of feedback (the frequency of giving feedback, the detail and spesific feedback, two way communication in giving feedback and the feedback target). Tutors expected more trainings in giving feedback provided by institution to tutors and students. Conclusion: Despite its valuable benefits, tutorial feedback in the Faculty of Medicine, Universitas Islam Sumatera Utara, is still not in accordance with the principle of providing feedback and many factors have affected this condition.
Kata Kunci : evaluation, feedback, tutorials, student, tutor
