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Rahayu Iskandar, Rahayu
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Journal : Media Ilmu Kesehatan

 1 
FAKTOR-FAKTOR YANG MEMENGARUHI KEBERHASILAN BELAJAR MAHASISWA PADA MODEL PEMBELAJARAN STUDENT CENTERED LEARNING DI STIKES JENDERAL ACHMAD YANI YOGYAKARTA Iskandar, Rahayu; Syah, Deby Zulkarnain Rahadian
Media Ilmu Kesehatan Vol 7 No 1: MIK April 2018
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat FKes Universitas Jenderal Achmad Yani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30989/mik.v7i1.263

Abstract

Background: Learning is an effort to obtain intelligence or knowledge, changing behavior or responses caused by experience. There are many factors that influence the success of learning. Two main factors that affect the success of ones learning are the factor of the internal (internal factors) and other factors that come from outside the individual (external factors). External elements (environmental factors and instrumental factors) and internal elements (physiological factors and psychological factors) also play a role in influencing learning processes and outcomes.Objective: To identify the factors that influence the success of student learning on SCL model in Stikes Jenderal Achmad Yani Yogyakarta.Methods: Research descriptive correlation with cross sectional approach. The population in this study were all students of Stikes Jenderal Achmad Yani Yogyakarta who obtained the SCL model. Data retrieval method used simple random sampling.Results: There is a relation between students attention and learning achievement (P value = 0,000), there is correlation between fatigue with learning achievement (Pvalue = 0,000). There is no relation between family factor and learning achievement (Pvalue = 0,300), no correlation between school factor and achievement (Pvalue = 0,130), and no relation between environmental factor and academic achievement (Pvalue = 0,476)Conclusion: Students attention in learning influences learning achievement, with positive relationship direction (r = 0,814), where each addition of student’s attention for 1 hour will improve student’s achievement as much as 2.21 points.   Keyword: SCL model, learning.
PERBEDAAN PRESTASI BELAJAR MAHASISWA ANTARA PEMBELAJARAN KBK DAN PEMBELAJARAN KBI DI STIKES JENDERAL ACHMAD YANIYOGYAKARTA Iskandar, Rahayu; Susilowati, Latifah; Permatahati, Diah
MEDIA ILMU KESEHATAN Vol 4 No 3 (2015): Media Ilmu Kesehatan
Publisher : Universitas Jenderal Achmad Yani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (370.074 KB)

Abstract

Background: Curriculum applied in Indonesia had some changes and perfections, one of them was the change of Content-Based Curriculum or KBI (Kurikulum Berbasis Isi). This curriculum was changed to Competence-Based Curriculum or KBK (Kurikulum Berbasis Kompetensi). KBIis an operational curriculum arrangged, developed and conducted in every education unit that has been ready and able to apply the curriculum, while KBK is a group of plans and managements including the competence and the result of study that should be achieved by the student, scoring system, teaching learning activity and empowerement of the resources. The change of applying curriculum in Indonesia aimed to able the student to work well in national and even international scope. Stikes Jenderal Achmad Yani Yogyakarta had some changes of curriculum from KBI to KBK that applied for students in the academic year of 2014/2015. Whereas, KBI is applied for student in the academic year of 2011/2012 and 2012/2013. KBK impementation affected the students GPA (Grade Point Average). Objective: To study the difference of the students learning achievement who used KBK and KBI in their curriculum in Stikes Jenderal Achmad Yani Yogyakarta. Method: This research was Cross Sectional. The number of the sample were 145 respondents of the nursing students that consisted of students in semester 2, 4, 6, and 8. To analyze the data, the researcher used univariat analysis and bivariat analysis that used t-test independent with p < 0.05 of significance level. Result: There was a significance difference of students’ GPA who applied KBK and KBI (p= .000). The average students’ GPA who used KBIsystem was higher 0.4 than the students who applied KBK system. Conclusion: The difference of applying curriculum in Stikes Jenderal Achmad Yani Yogyakarta affected the differences in GPA. The student who used KBI system obtained higher average than the students who applied KBK system. Keywords: KBK (Competence-Based Curriculum),KBI (Content-Based Curriculum), students learning achievement.
FAKTOR-FAKTOR YANG MEMENGARUHI KEBERHASILAN BELAJAR MAHASISWA PADA MODEL PEMBELAJARAN STUDENT CENTERED LEARNING DI STIKES JENDERAL ACHMAD YANI YOGYAKARTA Iskandar, Rahayu; Zulkarnain Rahadian Syah, Deby
Jurnal Media Ilmu Kesehatan Vol 7 No 1 (2018): Media Ilmu Kesehatan
Publisher : Universitas Jenderal Achmad Yani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (102.135 KB) | DOI: 10.30989/mik.v7i1.221

Abstract

Background: Learning is an effort to obtain intelligence or knowledge, changing behavior or responses caused by experience. There are many factors that influence the success of learning. Two main factors that affect the success of one's learning are the factor of the internal (internal factors) and other factors that come from outside the individual (external factors). External elements (environmental factors and instrumental factors) and internal elements (physiological factors and psychological factors) also play a role in influencing learning processes and outcomes. Objective: To identify the factors that influence the success of student learning on SCL model in Stikes Jenderal Achmad Yani Yogyakarta. Methods: Research descriptive correlation with cross sectional approach. The population in this study were all students of Stikes Jenderal Achmad Yani Yogyakarta who obtained the SCL model. Data retrieval method used simple random sampling. Results: There is a relation between student's attention and learning achievement (P value = 0,000), there is correlation between fatigue with learning achievement (Pvalue = 0,000). There is no relation between family factor and learning achievement (Pvalue = 0,300), no correlation between school factor and achievement (Pvalue = 0,130), and no relation between environmental factor and academic achievement (Pvalue = 0,476) Conclusion: Students' attention in learning influences learning achievement, with positive relationship direction (r = 0,814), where each addition of student?s attention for 1 hour will improve student?s achievement as much as 2.21 points. Keyword: SCL model, learning.
Co-Authors Darussalam, Miftafu Deby Zulkarnain Rahadian Syah, Deby Zulkarnain Rahadian Kusumawardani, Arum Margi Latifah Susilowati Nur, Wahida Permatahati, Diah Sujono Riyadi Yulaikah, Lily