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All Journal International Journal of Evaluation and Research in Education (IJERE) SAINS MEDIKA : JURNAL KEDOKTERAN DAN KESEHATAN Jurnal Pendidikan dan Pengajaran REiD (Research and Evaluation in Education) Berkala Ilmiah Kedokteran Duta Wacana Jurnal Kedokteran dan Kesehatan MAGNA MEDICA: Berkala Ilmiah Kedokteran dan Kesehatan Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Journal of Community Empowerment for Health Berita Kedokteran Masyarakat
Gandes Retno Rahayu
Department Of Medical Education And Bioethics Faculty Of Medicine, Public Health And Nursing Universitas Gadjah Mada, Yogyakarta, Indonesia
Humanities Biochemistry, Genetics & Molecular Biology Education Health Professions Immunology & microbiology Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences

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Korelasi Antara Hasil Ujian Kognitif Tahap Akademik dan Profesi dengan Hasil Uji Kompetensi Dokter Indonesia di Fakultas Kedokteran dan Kesehatan Universitas Muhammadiyah Jakarta Amir Syafruddin; Gandes Retno Rahayu; Yayi Suryo Prabandari
Jurnal Kedokteran dan Kesehatan Vol 10, No 2 (2014): JURNAL KEDOKTERAN DAN KESEHATAN
Publisher : Faculty of Public Health, Faculty of Medicine and Health, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/jkk.10.2.82 - 92

Abstract

Kemampuan kognitif merupakan kemampuan mendasar yang harus dimiliki seorang mahasiswa kedokteran untuk dapat menguasai basic medical knowledge yang kemudian berkembang menjadi clinical knowledge. Kemampuan kognitif ini di uji melalui Uji Kompetensi Dokter Indonesia. Uji Kompetensi Dokter Indonesia merupakan bentuk evaluasi yang diselengarakan oleh Pemerintah Indonesia untuk mengetahui tingkat kompetensi dokter yang telah dihasilkan oleh institusi pendidikan kedokteran. Tingkat keberhasilan Uji Kompetensi Dokter Indonesia dipengaruhi oleh proses selama pendidikan di kedokteran yang dilalui dengan dua tahap, yakni tahap akademik dan tahap kepaniteraan. Penelitian ini ingin melihat hubungan kemampuan kognitif tahap akademik dan tahap kepaniteraan dengan hasil UKDI. Melihat korelasi hasil uji kognitif pada tahap akademik dan kepaniteraan dengan hasil UKDI dalam kurun waktu satu tahun dari tahun 2011 hingga 2012 .Metode penelitian korelasi yang diawali dengan analisis dengan Pearson product moment yang kemudian dilanjutkan dengan analisis regresi multivariat. Didapatkan bahwa tingkat hubungan antara uji kognitif tahap akademik dengan UKDI adalah positif namun lebih banyak termasuk dalam kategori rendah (r= 0,20 - ,399), sedangkan tingkat hubungan antara uji kognitif tahap kepaniteraan juga positif tapi lebih banyak bagian termasuk dalam kategori sangat rendah (r = 0,00-0,199). Kemampuan uji kognitif tahap akademik memilki tingkat hubungan yang rendah terhadap nilai keberhasilan UKDI, sedangkan hasil uji kognitif pada tahap kepaniteraan sangat rendah hubungannya untuk keberhasilan di UKDI.
“WAS IT GOOD ENOUGH?”: THE ACTUAL AND EXPECTED PERSPECTIVE ON FEEDBACK IN UNDERGRADUATE FORMATIVE ASSESSMENT Sylvia Mustika Sari; Iis Inayati; Gandes Retno Rahayu
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 4 (2022): Desember
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.61828

Abstract

Background: In the undergraduate setting, formative assessment is mainly done during learning activities. Feedback is the essential part of formative assessment to facilitate self-regulation learning. This concept needs to consider by both sides, teacher and students. This study explores the undergraduate students’ and teachers’ perspectives on actual and expected feedback in formative assessment.Methods: We conducted a qualitative with a phenomenology approach. Data collection was saturated in seven FGDs (N=56) from undergraduate students and twelve in-depth interviews with teachers. The transcribed data from teachers and students were coded and categorized separately. Finally, we combined the categories from teachers and students to interpret the subthemes and themes.Results: We found students’ perceived the actual feedback as the ‘daily score’, teachers’ explanation, and influenced by teachers’ characters. The expected feedback from students represents the need for 'room' to speak, be more objective, and use "kind" language. Meanwhile, teachers perceived feedback as the obligation to fill the score, give direction about learning goals and describe students’ attitudes. Teachers expect students to be more active in feedback seeking and standardization of feedback content. Therefore, we identified the themes representing 'from the actual to expected' feedback experience in formative assessment, such as (1) From 'daily score' to the objective description of performance; (2) From teachers' explanation to the student's room to speak; (3) From teachers’ authority to teachers’ beneficence.Conclusion: Our study showed the teachers' and students' perceptions of actual and expected feedback experiences. The results describe the awareness of a better feedback form in formative assessment. Further studies can explore more participatory research to lead to a collaborative and bidirectional feedback approach
THE ACCEPTABILITY OF THE WE PASS WITH A AS COMPREHENSIVE APPROACH IN IMPLEMENTING COMPETENCY-BASED ASSESSMENT: A PRELIMINARY STUDY ON TEACHERS’ PERCEPTION Yoyo Suhoyo; Gandes Retno Rahayu
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 4 (2022): Desember
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.66595

Abstract

Background: A practical approach to assist teachers of medical and health profession education in designing and implementing competency-based assessment (CBA) is needed. This study aimed to investigate the acceptability of the method we developed, namely WE PASS with A as a comprehensive approach in designing and implementing CBA system.Methods: We invited medical and health profession teachers from various institutions in Indonesia who voluntarily join 4 times national workshops of the WE PASS with A. Workshop was conducted in two days (14 hours).  Eighty-three teachers have participated in this study. Six closed questions using 5 Likert scales and 2 open questions was given at the end of each workshop.Results: Most teachers agreed that WE PASS with A approach covers all necessary principles for designing comprehensive assessment, helps them to understand better step by step, provides clear guideline, and can be learnt easily. However, most of them were doubt that their institutions have applied all steps in the WE PASS with A approach and can apply this approach. Teachers like the WE PASS with A approach because the approach is comprehensive, systematic, applicable, structured, simple, understood and remembered, measurable, ideal and accountable. Giving more examples, longer time to explain, more practice, socialization, and investigating the implementation were believed can improve the approach.Conclusion: The WE PASS with A can be accepted by the teachers of medical and health profession education in Indonesia. Future study needed to investigate the feasibility, acceptability, and impact of this approach.
Students Perceptions on the quality of clinical supervision among the 12 affiliated hospital of Medical Faculty of UNISSULA Rahmawatie, Dian Apriliana; Rahayu, Gandes Retno; Prihatiningsih, Titi Savitri
Sains Medika : Jurnal Kedokteran dan Kesehatan Vol 3, No 2 (2011): Juli-Desember 2011
Publisher : Fakultas Kedokteran; Universitas Islam Sultan Agung (UNISSULA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (181.031 KB) | DOI: 10.30659/sainsmed.v3i2.396

Abstract

Background: Clinical supervision has a vital role in the learning process of undergraduate medical education because it may improve the student’s clinical performance of the students. Supervision is a complex activity and covers wide variety of applications. Medical faculty of Islamic Sultan Agung University has 15 affiliated hospitals for its clinical education. To assure the quality of the clinical program, an evaluation on the quality of clinical program is required. This study was conducted to assess the effectiveness of the clinical supervision among the 12 affiliated hospitals.Design and Methods: This study involved 181 students of clinical internship of the year 2003, 2004 and 2005 of medical faculty of Islamic Sultan Agung University having the clinical rotation at the stage of surgery, obsgyn, pediatrics, internal medicine, ENT, neurology, dermatology and venerology, psychiatry, across the affiliated hospitals. The subject were divided into groups based on the hospital they were placed. Clinical Teaching Effectiveness Instrument (CTEI) adapted in bahasa Indonesia was used. The Descriptive and Kruskal-Wallis test were applied for the data analysis.Results: Means of the effectiveness of clinical supervision for 12 affiliated hospitals ranged from 3.25 to 4.02. Kruskal-Wallis test resulted in the value of Chi-S=13.32 and p=0.27.Conclusion: Over all the clinical supervision for the 12 affiliated hospitals is perceived good and shows no significant difference. However the practice of clinical supervision varies among the hospitals (Sains Medika, 3(2):135-149).
Multiple-Choice Questions in Basic Biomedical Science Module Made Bayu Permasutha; Gandes Retno Rahayu; Made Kurnia Widiastuti Giri; Dewa Agung Gde Fanji Pradiptha
Jurnal Pendidikan dan Pengajaran Vol 57 No 1 (2024): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v57i1.63314

Abstract

The evaluation process in medical education involves evaluating knowledge, skills, and attitudes based on the achievements and competencies to be achieved. The multiple-choice question (MCQ) instrument is an assessment instrument often used in the medical field. So far, the MCQs have been implemented in Indonesia's national medical competency examination. Furthermore, maintaining the quality of MCQs at the faculty level is very important to maintain the quality of medical graduates. In this study, an evaluation was carried out on 250 items of MCQs in three basic biomedical modules, followed by analyses of the MCQs characteristics, item difficulty index (DIF-I), and item discrimination index (DI).  The analysis found that the Kr-20 value was >0.8 in the three modules. Analysis of the item difficulty index (DIF-I) in the ideal category obtained 33 (36.7%), 29 (38.7%), and 34 (39.5%), respectively. The ideal category's item discrimination index (DI) was 63.3%, 77.3%, and 69.4%, respectively. The results of this study illustrate that there are still MCQs that are not ideal and need attention for future improvements. These results prove that more work must be done to improve the standard of MCQs used in medical examinations. Periodic evaluation and training on making standardized multiple-choice question components need to be planned within the faculty.
Aplikasi Gaya Belajar pada Kegiatan Belajar Mandiri Mahasiswa Tahun Pertama Fakultas Kedokteran Universitas Muhammadiyah Makassar Malik, Ummu Kalzum; Emilia, Ova; Rahayu, Retno Gandes; Ibrahim, Juliani
MAGNA MEDICA Berkala Ilmiah Kedokteran dan Kesehatan Vol 1, No 4 (2017): February
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (174.257 KB) | DOI: 10.26714/magnamed.1.4.2017.26-32

Abstract

Application of Learning Style in Independent Study Activities of First Year Students of the Faculty of Medicine, University of Muhammadiyah MakassarLatar belakang: Pengetahuan akan gaya belajar sangat dibutuhkan oleh mahasiswa. Pada saat belajar mandiri, mahasiswa memiliki kebebasan untuk untuk dapat mengidentifikasi kebutuhan belajarnya yang akan dijabarkan dalam bentuk tujuan belajar, setelah itu menyiapkan rencana belajar, mencari sumber daya yang dibutuhkan dan melaksanakan rencana belajar tersebut serta diakhir dengan evaluasi hasil dan proses belajar. Dalam proses belajar inilah gaya belajar dapat menjadi katalisator untuk pembelajaran yang efektif. Salah satunya adalah gaya belajar Visual, Aural, Read/write, Kinestetik (VARK).Metode: Penelitian deskriptif dengan pendekatan kuantitatif terhadap mahasiswa tahun pertama FK Unismuh di TA 2013/2014. Tahap pertama dengan menyebarkan kuesioner VARK untuk mendapatkan data gaya belajar mahasiswa. Selanjutnya mahasiswa diberikan buku harian belajar mandiri untuk diisi sesuai apa yang mereka lakukan saat belajar mandiri.Hasil: Berdasarkan analisis data diperoleh gaya belajar unimodalitas mahasiswa yaitu Visual 1.4%, Aural 29%, Read/write 24.6%, Kinestetik 32%, dan multimodalitas 13%. Dari kelompok unimodalitas hanya sebesar 10% yang mengaplikasikan gaya belajar sesuai karakteristik gaya belajarnya sedangkan dari kelompok multimodalitas sebesar 77.7%.Simpulan: Gaya belajar yang paling dominan adalah gaya belajar kinestetik dan kelompok multi modalitaslah yang paling banyak mengaplikasikan gaya belajar sesuai dengan karakteristik gaya belajarnya. Background: Knowledge of learning styles is needed by the student. At the time of self -learning, students have the freedom to be able to identify learning needs to be spelled out in the form of learning objectives, and then prepare a lesson plan, look for the resources needed to learn and implement the plan as well as the end of the evaluation results and the learning process. In this learning process learning styles can be a catalyst for effective learning. One of which is the Visual, Aural, Read / write, Kinesthetic (VARK). Methods: Descriptive study with a quantitative approach. The population was freshman FK Unismuh in school year 2013/2014. The data were taken byquetionnaire s to obtain data VARK learning styles of students. Then, students are given self-learning diary filled according to what they do when the independent study. Result: Learning style is Visual 1.4%, 29% Aural, Read / write 24.6%, Kinesthetic 32%, 13% and multimodality. Of group unimodalitas only 10% who apply learning style according to the characteristics of learning styles while multimodality group at 77.7%. Conclusion: The most dominant learning style is kinesthetic but group multimodality most widely applied according to the learning style characteristics.
QUALITATIVE EVALUATION OF MORAL DILEMMA DISCUSSION PROGRAM FOR UNDERGRADUATE MEDICAL STUDENTS Pratomo, Fransiskus Aryo; Rahayu, Gandes Retno; Suhoyo, Yoyo
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 12, No 3 (2023): September
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.75423

Abstract

Background: In order to achieve professionalism in the medical profession, competence in medical knowledge and skills is crucial. However, equally important are affective components that encompass moral values. At Widya Mandala University Medical School, moral dilemma discussions are employed as a method to enhance the ethical and moral development of students. To optimize the impact of this method on students, it is necessary to delve deeper into the processes that occur within it. This study aims to qualitatively evaluate the student experience of moral dilemma discussions in terms of their moral development and ethical reasoning, their perception of the method as a learning tool, and their assessment of its effects on their moral development and ethical reasoning.Methods: This study utilized a qualitative phenomenological approach to assess the student experience of moral dilemma discussions. In-depth interviews were conducted with 15 student participants from three different academic years. The data obtained were qualitatively analyzed using the thematic analysis method.Results: The in-depth interviews with the 15 study participants yielded four main themes, namely moral development, self-development, the process of assimilation and accommodation, and enabling factors.Conclusion: All students who took part in the study reported a self-perception of higher stage of moral development. According to their experiences, moral development occurred through a process involving ethical contextualization, exposure to various points of view, and reflection. Important factors to consider include sufficient preparation, an active and enjoyable atmosphere, the use of relevant cases, and a longitudinal process.
REASONS FOR COMMITTING OR AVOIDING ACADEMIC DISHONESTY AND SOLUTIONS AMONG PRECLINICAL DENTAL STUDENTS DURING THE COVID-19 PANDEMIC: A GROUNDED THEORY APPROACH Asmara, Aditya Hari; Rahayu, Gandes Retno; Prihatiningsih, Titi Savitri
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 12, No 2 (2023): Juni
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.75689

Abstract

Background: Virtual education implemented during the COVID-19 pandemic has various limitations and one of the biggest challenges is academic dishonesty. Global research related to reasons for committing or avoiding academic dishonesty among preclinical dental students during the COVID-19 pandemic is still very limited. This study aimed to explain the reasons for committing and avoiding academic dishonesty as well as the solutions among preclinical dental students during the COVID-19 pandemic.Methods: The grounded theory approach was used by conducting semi-structured virtual in-depth interviews with preclinical dental students. Participants were selected using purposive, snowball, and maximum variation sampling. Interview transcripts were analyzed using a constant comparative approach.Results: The reasons for committing and avoiding academic dishonesty as well as the solutions among preclinical dental students during the COVID-19 pandemic can be explained by the same two factors: internal and external. Internal factors are students, while external factors are teachers and learning activities.Conclusion: Teaching adequate professionalism to students, effective faculty development, and "especially" improving learning activities can be preventive efforts against academic dishonesty.  
Co-Authors Abu Bakar Aminuddin Aminuddin Amir Syafruddin Arta Farmawati Asmara, Aditya Hari Banu Aji Dibyasakti Bernadetta Esti Chrismawaty Bulan Kakanita Hermasari Dessy Christine Hosianna Detty Iryani Dian Apriliana Rahmawatie Dian Puspita Dewi Dianing Pratiwi Dimas Septian Eko Wahyu Sumunar Doni Widyandana Efrayim Suryadi Efrayim Suryadi Efrayim Suryadi Efrayim Suryadi Efrayim Suryadi Eti Nurwening Sholikhah Fithriyah C. Ummah Fitriana Fitriana Fitriana Fitriana Fuad Khadafianto Fundhy Sinar Ikrar Prihatanto, Fundhy Sinar Ikrar Haidar Zain Halimah Thania Nasution Harsono Harsono Harsono Mardiwiyoto Harsono Mardiwiyoto Harsono Mardiwiyoto Hasan Nyambe Hemma Yulfi I Dewa Agung Gde Fanji Pradiptha Ibrahim, Juliani Ida Ayu Triastuti Iis Inayati Ika Dewi Ana Imelda Ritunga Indah Dwi Setyaningrum Irwin Aras James Degnan Laily Rokhmawati Lastdes Cristiany Friday Sihombing Lukas Daniel Leatemia Made Bayu Permasutha Made Kurnia Widiastuti Giri Malik, Ummu Kalzum Malik, Ummu Kalzum Maria Magdalena Purba, Maria Magdalena Marindra Firmansyah Martinus Martinus Mega Pandu Arfiyanti Michael Andreas Leman Michael Andreas Leman Miko Ferine Mora Claramita Murti Mandawati Musharyanti, Lisa Nandyan Nurlaksana Wilastonegoro Nandyan Sulaksana Nugraha Nindya Aryanty Nurul Fauziah Ova Emilia Pratomo, Fransiskus Aryo Prattama Santoso Utomo Rachmadya Nur Hidayah Rahmi Surayya Retno Sumiyarrini Rilani Riskiyana Romadhoni romadhoni Rossi Sanusi Rossi Sanusi Rossi Sanusi Savitri Shitarukmi Siti Munawaroh Soenarto Sastrowijoto Sylvia Mustika Sari Tezar Samekto Darungan Titi Savitri Prihatiningsih Tri Nur Kristina Tridjoko Hadianto, Tridjoko Triyani Triyani Tutik Kusdaryanti Umatul Khoiriyah Vita Yanti Anggreni Widyandana Widyandana Widyandana Widyandana Wiwik Kusumawati Yayi Suryo Prabandari Yayi Suryo Prabandari Yayi Suryo Prabandari Yayi Suryo Prabandari Yayi Suryo Prabandari Yayi Suryo Prabandari Yayi Suryo Prabandari Yeny Dyah Cahyaningrum Yoga Pamungkas Susani Yoga Pamungkas Susani Yossi Indra Kusuma Yoyo Suhoyo Yuliana Yuliana