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All Journal Sosiohumaniora Althea Medical Journal Dharmakarya : Jurnal Aplikasi Ipteks Untuk Masyarakat Global Medical and Health Communication Jurnal Sistem Kesehatan Jurnal Kesehatan Vokasional JNKI (Jurnal Ners dan Kebidanan Indonesia) (Indonesian Journal of Nursing and Midwifery) Belitung Nursing Journal WIDYA LAKSANA Jurnal Kreativitas PKM Manuju : Malahayati Nursing Journal JKM (Jurnal Kebidanan Malahayati) Journal of Nursing Care Kumawula: Jurnal Pengabdian Kepada Masyarakat Sawala : Jurnal pengabdian Masyarakat Pembangunan Sosial, Desa dan Masyarakat Inovasi Kurikulum Gemakes: Jurnal Pengabdian Kepada Masyarakat Media Penelitian dan Pengembangan Kesehatan Jurnal Ilmu Keperawatan dan Kebidanan
Ariyati Mandiri
Program Studi D4 Kebidanan, Fakultas Kedokteran, Universitas Padjadjaran
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Journal : inovasi kurikulum

 1 
Evaluation of antenatal care competency with Objective Structure Examination Blended Learning (OSCE-BL) Ari Indra Susanti; Ariyati Mandiri
Inovasi Kurikulum Vol 21, No 2 (2024): Inovasi Kurikulum, May 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i2.66495

Abstract

Midwifery students must possess clinical competency before entering clinical practice in the practice area. Assessing clinical competency using Objective Structure Clinical Evaluation (OSCE) is necessary. However, OSCE examiners are limited, so blended learning is carried out. The research aims to determine the learning outcomes of midwifery students using OSCE Blended Learning (BL) in the pregnancy care module. This research used a descriptive cross-sectional method using OSCE scores from 2020 to 2022. That research sample was 92 people using a total sampling technique. Competencies tested in the OSCE are anamnesis, physical examination in the second and third trimester, laboratory examination, and counseling. Processing and analyzing univariate data descriptively. The anamnesis competency score was the greatest mean in 2021 (91.45), physical examination in the second trimester (88.79), and third trimester (88.03). Meanwhile, supporting examinations in 2020 (88.36) and counseling (88.31). In the OSCE evaluation in 2021, only a small number of students did not pass the anamnesis (2 people), physical examination second trimester (2 people), and third trimester (2 people), support (2 people), and counseling (1 person). Method OSCE BL can be used to evaluate pregnancy care competency before midwifery students do clinical practice in the practice area. AbstrakKompetensi klinis harus dimiliki oleh mahasiswi kebidanan sebelum memasuki praktik klinis di lahan praktik sehingga perlu dilakukan penilaian kompetensi klinis menggunakan Objective Structure Clinical Evaluation (OSCE). Akan tetapi, penguji OSCE terbatas, maka OSCE dilakukan dengan blended learning. Penelitian bertujuan mengetahui hasil belajar mahasiswi kebidanan dengan OSCE Blended Learning (OSCE BL) pada modul asuhan kehamilan (ANC). Penelitian dengan metode deskriptif dengan cross sectional menggunakan nilai OSCE dari tahun 2020 (36 orang), 2021 (25 orang), dan 2022 (31 orang) sehingga jumlah sampel penelitian sebanyak 92 orang dengan teknik total sampling. Kompetensi yang diujikan pada OSCE, yaitu anamnesa, pemeriksaan fisik trimester 2 dan 3, pemeriksaan laboratorium, dan konseling. Pengolahan dan analisis data univariat secara deskriptif (nilai mean, standar deviasi, nilai maksimal, dan minimal). Nilai kompetensi anamnesa paling besar tahun 2021 (mean=91.45), pemeriksaan fisik trimester 2 (mean=88.79) dan trimester 3 (mean=88.03). Sedangkan pemeriksaan penunjangtahun 2020 (mean=88.36) dan konseling (mean=88.31). Pada evaluasi OSCE hanya sebagian kecil mahasiswa yang tidak lulus kompetensi anamnesa (2 orang), pemeriksaan fisik trimester 2 (2 orang), dan trimester 3 (2 orang), penunjang (2 orang), dan konseling (1 orang) tahun 2021. Metode OSCE BL dapat digunakan untuk evaluasi kompetensi asuhan kehamilan sebelum mahasiswi kebidanan praktik klinis di lahan praktik.Kata Kunci: Blended learning; evaluasi: kompetensi; mahasiswa kebidanan; OSCE
Evaluation of problem-based learning models in the integrated midwifery curriculum Ari Indra Susanti; Rani Nurparidah; Ariyati Mandiri
Inovasi Kurikulum Vol 21, No 1 (2024): Inovasi Kurikulum, February 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i1.63498

Abstract

Evaluation of the Problem-Based Learning (PBL) model in the integrated curriculum aims to encourage midwifery students' learning abilities, evaluate the effectiveness of learning, and test students' abilities in midwifery knowledge. This article aims to evaluate the PBL model's evaluation in the integrated midwifery curriculum. The research method uses descriptive cross-sectional. Data was collected by administering content-validated questionnaires to 113 D4 Midwifery Study Program students, and then the univariate data was analyzed descriptively. The research results showed that the majority of students rated the implementation of the tutorial method and practice with lab activities, evaluation of theoretical learning with Multiple Choice Questions (MCQ) and Structure Oral Case Assessment (SOCA), and practice evaluation using the Direct Observation of Procedural Skills (DOPS) method. Apart from that, the majority of students agree that evaluation of field practice learning (clinic/community) can improve clinical abilities and advocacy skills across sectors (56.6%), and students are satisfied with lecturers as tutors during the learning process. This research concludes that the integrated curriculum uses tutorial learning strategies with MCQ and SOCA evaluations, thereby improving clinical and cross-sector advocacy skills based on student perceptions. AbstrakEvaluasi model Problem Based Learning (PBL) pada kurikulum terintegrasi bertujuan mendorong kemampuan belajar mahasiswa kebidanan, mengevaluasi keefektifan pembelajaran dan menguji kemampuan mahasiswa dalam pengetahuan kebidanan. Artikel ini bertujuan untuk mengetahui evaluasi model PBL pada kurikulum kebidanan terintegrasi. Metode penelitian menggunakan deskriptif dengan cross sectional. Pengumpulan data dilakukan dengan memberikan kuesioner yang telah tervalidasi content kepada 113 mahasiswa Program Studi D4 Kebidanan, kemudian data univariat dianalisis secara deskriptif. Hasil penelitian didapatkan sebagian besar mahasiswa menilai baik terhadap pelaksanaan metode tutorial dan praktik dengan lab activity, evaluasi pembelajaran teori dengan Multiple Choice Question (MCQ) dan Structure Oral Case Assesment (SOCA), dan evaluasi praktik dengan metode Direct Observation of Prosedural Skills (DOPS). Selain itu, sebagian besar mahasiswa setuju terhadap evaluasi pembelajaran praktik lapangan (klinik/komunitas) dapat meningkatkan kemampuan klinis dan keterampilan advokasi pada lintas sektor, serta mahasiswa puas terhadap dosen sebagai tutor saat proses pembelajaran. Simpulan pada penelitian ini bahwa kurikulum terintegrasi menggunakan strategi pembelajaran tutorial dengan evaluasi MCQ dan SOCA sehingga meningkatkan keterampilan advokasi klinis dan lintas sektor berdasarkan persepsi mahasiswa.Kata Kunci: Evaluasi; kurikulum terintegrasi; problem-based learning
Co-Authors Ade Zayu Cempaka Sari Akhmad Yogi Pramatirta, Akhmad Yogi Ardini Saptaningsih Raksanagara Ari Indra Susanti Ari indra Susanti Ari Indra Susanti Astuti Dyah Bestari Astuti Dyah Bestari atikah putri wulandari atikah putri wulandari, atikah putri Atriany Nilam Sari Balkis Fitriani Faozi Dany Hilmanto Didah Didah Didah Didah Didah Didah Didah Didah, Didah Dilla, Vera Fauziah Dini Saraswati Handayani Elba, Fardila Fardila Elba Fardila Elba Faza Ayu Nurfauziyya Fedri Ruluwedrata Rinawan Ginna Megawati Indra, Rosalinda Agnestya Insi Farisa Desy Arya Irna Kurnia Aprillani Lani Gumilang Luruh Westriningrum Martini, Neneng McKenna, Lisa Merry Wijaya Nabila Ramadhania Neneng Martini Neneng Martini, Neneng Martini Novianti, Shofi Nabila Novitasari, Anis Nurani, Adinda Meisya Hasna Pratiwi Kusumastuti Puspa Sari, Puspa Qorinah Estiningtyas Sakilah Adnani Rabbani, Salma Damayanti Rani Nurparidah Rima Kusumah Dewi Santika Nurjanah Sefita Aryuti Nirmala Sharon Gondodiputro Silmi, Harridhil Siti Nur Fatimah Sri Yusnita Irda Sari Triastika Ayu Nurjannah Vera Fauziah Dilla Wardah Fajriah Wardani, Yusrima Syamsina Wenny Friska