Article Per Year (5 Year)
p-Index From 2020 - 2025
1.182
P-Index
This Author published in this journals
All Journal E-Jurnal Medika Udayana Jurnal Dinamika Pengabdian (JDP) PENDIPA Journal of Science Education Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Jurnal Sewaka Bhakti eJournal Kedokteran Indonesia
Ekayani, Ni Wayan Diana
Unknown Affiliation
Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Neuroscience Public Health Other

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : PENDIPA Journal of Science Education

 1 
Hubungan Nilai Progress Test Dan Indeks Prestasi Mahasiswa Angkatan 2017 Fakultas Kedokteran Dan Ilmu Kesehatan Universitas Warmadewa Widiantari, Putu Ayu Krisna; Ningrum, Rima Kusuma; Ekayani, Ni Wayan Diana
PendIPA Journal of Science Education Vol 8 No 2 (2024): June
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.8.2.268-276

Abstract

Two assessment systems in education are summative assessment and formative assessment. One example of a formative assessment is the progress test which is carried out once a year at the Faculty of Medicine and Health Sciences (FKIK) at Warmadewa University. The progress test aims to determine the extent to which competencies have been mastered by students, stimulate long-term retention and stimulate deep learning behavior. This study aims to determine the relationship between progress test scores and grade points of 2017 FKIK Warmadewa University students. This research is an analytical study with a cross-sectional design. The population in this study were 95 students of the 2017 FKIK Unwar class, 76 people fulfill the inclusion criteria and 2 people were excluded based on exclusion criteria so that the final population was 74 people. The study uses secondary data including progress test scores, odd semester social studies and GPA. Secondary data will be processed using the SPSS application. The results of the bivariate analysis showed that there was a significant relationship (p<0.05) between the score of the progress test and the achievement index with a weak strength level (r=0.20-0.39), moderate (r=0.40-0.59) to very strong (r=0.80-1). The average grade 2017 progress test score is 31.2. The average grade point average for odd semester 2017 students is 3.49. The cumulative grade point average for the 2017 class is 3.47. Suggestions that can be given are for students to take the exam seriously so that the progress test scores can describe their cognitive abilities.
EFEKTIVITAS, FEASIBILITAS DAN AKSEPTABILITAS METODE PEMBELAJARAN FLIPPED CLASSROOM DI BIDANG KEDOKTERAN Pariartha, I Made; Putra, Adi Pratama; Ekayani, Ni Wayan Diana
PendIPA Journal of Science Education Vol 8 No 2 (2024): June
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.8.2.342-348

Abstract

Flipped classroom (FC) have advantages compared with traditional lectures. One of them is the occurrence of active learning.  This study aims to assess the flipped classroom learning method's effectiveness, feasibility and acceptability. Research method with mixed method. Quantitative method with pre-test and post-test control group design. One with traditional lecture (TL) and another with the flipped classroom method. Effectiveness was assessed by pre-test and post-test. The post test was carried out on day 0, 3, 7 and 14. FGD assessed the feasibility and acceptability of FC. TL are in pregnancy physiology courses, while FC are in labor physiology courses. There were differences in pretest scores in the FC group compared to TL, 4.89 (± 0.85) vs 4.29 (±1.01) (p=0.000), respectively. There were differences in posttest scores d-0, d-3, d-7, d-14 between the FC group and TL group, 7.89 (± 0.85) vs 7.29 (±1.01) (p = 0.000); 6.82 (± 0.78) vs 6.14 (±0.81) (p= 0.000); 5.85 (± 0.80) vs 5.20 (±0.88) (p= 0.000); 5.81 (± 0.77) vs 4.78 (±0.82) (p= 0.000), respectively. FC are difficult, burdened students, stimulate more active learning, are not suitable for certain learning, and provide an overview of real situations. Flipped classroom is more effective than traditional lectures. Flipped classroom can be applied (feasible) in teaching medicine, but the acceptability of this method still varies.
Co-Authors Anugrapaksi, Eghar Ardi Findyartini, Ardi Dewi, A.A.Ayu Asri Prima Ekayanti, Ni Wayan Sri I Made Pariartha Kerans, Fransiscus Fiano Anthony Luh Gde Evayanti Nadarajah, Vishna Devi V. Ni Luh Putu Indiani Putra, Adi Pratama Rajista, I Gusti Ngurah Adi Rima Kusuma Ningrum Suka Astini, Dewa Ayu Agung Alit Sumadewi, Komang Trisna Widiantari, Putu Ayu Krisna Wijaya, Putu Austin Widyasari Witari, Ni Putu Diah