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Amitya Kumara

Fakultas Psikologi Universitas Gadjah Mada, Yogyakarta

Author-ID : 3662734

Health Professions Medicine & Pharmacology Public Health

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Hubungan antara Persepsi Situasi Pembelajaran dengan Pendekatan Belajar Mahasiswa Blok Muskuloskeletal di Fakultas Kedokteran Universitas Pelita Harapan Rhendy Wijayanto; Harsono Mardiwiyoto; Amitya Kumara
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 1, No 3 (2012): NOVEMBER
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Comprehension on student’s learning approach is an essential issue because it deals with the learning quality. Student’s perception on learning environment is a factor that influences student’s learning approach. The aims of this study were to describe student’s perception on learning environment, student’s learning approach, relationship between student’s perception on learning environment with learning approach applied in musculoskeletal block at Faculty of Medicine Pelita Harapan University.Method: This research was conducted using mixed method which combines two approaches type. A quantitative approach was the main approach, while qualitative approach acted as facilitatory approach. As many as 106 students of musculoskeletal block participated as sample.Results: Descriptive analysis showed that students perception was good on teaching quality (77.36%), clear goals (59.43%), and learning ability acquired (88.68%). Meanwhile 68.87% of sample had unsatisfied perception on assessment and on workload (73.58%). The correlation of learning environment perception to learning approach revealed p value>0.05 which was not statistically significant. Qualitative findings showed the role of internal motivation in determining learning approach adopted by student. Internal motivation comprised interest in subject, previous knowledge, and self-esteem.Conclusion: Student’s perception of learning environment is not a predictor of learning approach applied by student in musculoskeletal block. Internal motivation take part in determining students’ learning approach.

Pengaruh Peer Assessment dalam Meningkatkan Keterampilan Anamnesis di Skills Laboratory Indah Puspasari Kiay Demak; Amitya Kumara; Efrayim Suryadi
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 2 (2013): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Peer assessment is a breakthrough innovation in assessment method where students assess their fellows. The benefits of it are feedback, cognitive and metacognitive gain, motivation, collaborative learning, self-regulated learning and performance enhancement. Learning in skills laboratory, students are expected to be able to master not only knowledge but also skills. Peer assessment is expected to make students be more motivate in learning and enhance performance. The aim of this study is to find out whether peer assessment can enhance students’ medical interview skills in skills laboratory.Method: The method was a quasi-experiment study with matching-only pretest posttest control group design. The subjects were third-year students in Medical School of Tadulako University which were divided into 2 experiment groups and 2 control groups. Before giving treatment, the skills of students in all group were assessed (pre test). After the treatment, post test was held as an evaluation tool. The raising score from pre test to post test will be analyzed with student t test.Results: P value for raising score was 0,907 (á > 0.05) with mean difference -0.091, which means statistically not significant. The negative number of mean difference indicate that the raising score in experiment group was lower than in control group.Conclusion: Raising score in control group was higher than in experiment group, but not significance statistically. Application of peer assessment in skills laboratory should be more concern in students ability in assessing which can be obtain by intense training and continuous monitoring and feedback from instructor.

Pengaruh Pembelajaran Reflektif dan Metakognisi terhadap Penalaran Klinik Mahasiswa Program Profesi Dokter Eti Poncorini Pamungkasari; Amitya Kumara; Armis Armis; Ova Emilia
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 4, No 2 (2015): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Background: Most clinical students still have difficulties in clinical reasoning process. Previous study mentioned that reflection and metacognition are factors could influence clinical reasoning. This study aimed to measure the effect of reflection, metacognition, age, sex, duration of clinical rotation, duration of undergraduate program taken by students, and students’ final remark on undergraduate program to students’ clinical reasoning.Method: This study was a quasi-experimental pretest postest control group design, conducted at RSUD Dr Moewardi Surakarta. We selected 185 clinical students by purposive sampling technique. The study used the Metacognitive Awareness Inventory (‘the MAI’), Motivation scale on Motivated Strategies for Learning Questionnaire (‘the MSLQ’), and Script Concordance Test as instruments. The analyses used multiple linier regressions. Results: The intervention of reflection learning increased clinical reasoning 1,11 unit (p=0,319); The increase of 1 unit score metacognition decreased clinical reasoning 0,01 score (p=0,806), increasing one semester duration of undergraduate program decreased clinical reasoning 1,17 score (p=0,297), increasing students’ final remark on undergraduate program increased clinical reasoning 15,98 score (p=0,006), female students had 1,97 lower score of clinical reasoning than male (p=0,103), increasing one month of duration clinical rotation increased clinical reasoning 0,01 score (p=0,958), increasing one score of motivation increased clinical reasoning 0,01 score (p=0,529). Conclusion: Clinical learning and metacognition can not influence clinical reasoning significantly. Clinical teacher and clinical students should be familiarized with reflection learning. Further researches are needed to exploring influencing factors to clinical reasoning.

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