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<![CDATA[Differences in Perceptions of Learning Environment Between Achievers and Underachievers in Medical College Sebelas Maret University ]]>
<![CDATA[BESMAYA, BENAZIER MARCELLA]]>;
<![CDATA[Probandari, Ari Natalia]]>;
<![CDATA[Randita, Amandha Boy Timor]]>
<![CDATA[ Nexus Pendidikan Kedokteran dan Kesehatan Vol 4, No 1 (2015): Nexus Pendidikan Kedokteran & Kesehatan ]]>
Publisher : <![CDATA[Fakultas Kedokteran Universitas Sebelas Maret Surakarta ]]>
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<![CDATA[Background: The presence of underachievers becomes a problem for both parents and educators due to waste the potential which is not only the loss of the nation, but also a personal loss to such individual to excel. The learning environment is one of the factors that affect the academic performance of students. It determines studentsâ perception and is important to reveal aspects of the learning environment that needs to be evaluated in order to maximize the academic performance of students. Methods: This was a descriptive analytic study with a cross-sectional design and held at the Faculty of Medicine, Sebelas Maret University. This study was using a validated The Dundee Ready Educational Environment Measure (DREEM) and was administered to 192 students of 4th year Medical College Sebelas Maret University. The data was analyzed by unpaired t-test and Mann-Whitney test (α = 0.05). Results: The perception of both achievers and underachievers was more positive than negative (average scores 81.62 and 80.00 out of 132). There were no significant differences between the two groups on total or subscale score. There were significant differences on problem solving skill between the two groups (p<0.05). There were some items indicating as problem areas and thus required remedial steps. Conclusion: Both achievers and underachievers in Medical College Sebelas Maret University assess the learning environment as more positive than negative. There are no significant differences in the perception of learning environments between achievers and underachievers (p> 0.05). Keywords: learning environment, perception, achiever, underachiever, DREEM ]]>
<![CDATA[The Differences of Learning Motivation Between First Year Medical Students Who Live with Their Parents and Boarding House at Faculty of Medicine Sebelas Maret University ]]>
<![CDATA[Puspitarini, Deneisha Kartika]]>;
<![CDATA[., Murkati]]>;
<![CDATA[., Sumardiyono]]>
<![CDATA[ Nexus Pendidikan Kedokteran dan Kesehatan Vol 4, No 1 (2015): Nexus Pendidikan Kedokteran & Kesehatan ]]>
Publisher : <![CDATA[Fakultas Kedokteran Universitas Sebelas Maret Surakarta ]]>
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<![CDATA[Background: Success in learning determined by many factors, one of them is family environment. First year medical students which mostly came from various area out of town experienced social transition and begin to live away from their families. This research aims to see the differences of learning motivation between first year medical students who live with their parents and boarding house at Faculty of Medicine Sebelas Maret University. This research also see block examination score as the outcome of learning motivation. Methods : This research was an obsercational analyticstudy with cross sectional design. It was done at Faculty of Medicine Sebelas Maret University. Samples were under 21 years old medical student of batch 2014 who chose medical major based on their willingness and not living with their family besides their parents. Sampling was done by purposive sampling method after selected based on inclusion and exclusion criteria. The independent variable is residency while the dependent variable is learning motivation. Research subject completed (1) informed consent, (2) academic motivation scale questionnaire, (3) bio data and residency questionnaire. The secondary data is block examination score. Data obtained were 100 research subjects and analyzed using t-test Result : Statistical analysis shows significant relationship of learning motivation first year medical students who live with their parents and boarding house (p= 0,001). This research analysis also show significant relationship between learning motivation and block examination score (p = 0,005) Conclusion : Statistically, there is a significant difference that students who live with their parents have higher learning motivation than students in boarding house at Faculty of Medicine Sebelas Maret University.  Keywords : residency, learning motivation, block examination score ]]>
<![CDATA[Effect of Stress Level Among Medical Students Doing Thesis to Academic Achievement in Sebelas Maret University ]]>
<![CDATA[Priharyuni, Chrystina Yurita]]>;
<![CDATA[., Maryani]]>;
<![CDATA[Wicaksono, Bagus]]>
<![CDATA[ Nexus Pendidikan Kedokteran dan Kesehatan Vol 4, No 2 (2015): Nexus Pendidikan Kedokteran & Kesehatan ]]>
Publisher : <![CDATA[Fakultas Kedokteran Universitas Sebelas Maret Surakarta ]]>
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<![CDATA[Background: Stress is a condition when people feels threatened or pressured, either physically or mentally. Stress is affected by many factors. Students who are working on the thesis are highly susceptible to stress. Stress can cause a variety of effects can disrupt the learning process, so it can affect academic achievement. This study aims to determine the influence of stress level in students doing thesis to academic achievement among medical student of Sebelas Maret University. Methods: This research was an observational analytic study with cross sectional study approach. The subjects were medical students of Sebelas Maret University who are doing thesis with 140 samples. Stress level was measured by questionnaire, whereas academic achievement was measured by Grade Point Average on study results. Data was analyzed using Kendallâs Tau correlation test. Results: The result for correlation test were correlation value (r) -0.069 and p = 0.123 (p > 0.05). It means there was no significant relationship between the stress level and Grade Point Average. Conclusions: There is no significant effect of stress level in students doing thesis to academic achievement among medical student of Sebelas Maret University. Keywords: Stress level, thesis, academic achievement  ]]>
<![CDATA[The Correlation between Frequency and Motivation in Peer Assisted Learning to OSCE Scores on Medical Students ]]>
<![CDATA[Nurcahyo, Daniel Satyo]]>;
<![CDATA[Subandono, Jarot]]>;
<![CDATA[Wijayanti, Lilik]]>
<![CDATA[ Nexus Pendidikan Kedokteran dan Kesehatan Vol 4, No 2 (2015): Nexus Pendidikan Kedokteran & Kesehatan ]]>
Publisher : <![CDATA[Fakultas Kedokteran Universitas Sebelas Maret Surakarta ]]>
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<![CDATA[Background: Peer Assisted Learning (PAL) was one of learning methods that helped in the learning of clinical skills. There was some medical students that needed more PAL than other medical students and also participantsâs motivation in PAL was different each other. This research meant to analyze the effect of frequency and motivation in Peer Assisted Learning to Objective Structured Clinical Examination (OSCE) Score. Methods: This research was an observational analytic using cross sectional method, which held on 2014 on first year medical students of Fakultas Kedokteran Universitas Sebelas Maret. Sampling method was using total population sampling, with inclusion and exclusion criteria. Data measured with questionarre. From questionarre gained 117 data and analyzed using Spearman test. Results: This research showed significant effect of frequency and motivation in Peer Assisted Learning to Objective Structured Clinical Examination (OSCE) Score. The Spearman test was resulted pfrekuensi = 0.002 and pmotivasi = 0.006 (<0.05). Conclusions: There is significant effect from frequency and motivation in Peer Assisted Learning in OSCE Score. Keywords: Peer assisted learning, skills lab, Objective Structured Clinical Examination. ]]>
<![CDATA[Self Directed Learning Readiness between First Semester and Seventh Semester Medical Students in Faculty of Medicine Sebelas Maret University (UNS) ]]>
<![CDATA[Putri, Deyona Annisa]]>;
<![CDATA[., Suyatmi]]>;
<![CDATA[Ayusari, Amelya Augusthina]]>
<![CDATA[ Nexus Pendidikan Kedokteran dan Kesehatan Vol 4, No 2 (2015): Nexus Pendidikan Kedokteran & Kesehatan ]]>
Publisher : <![CDATA[Fakultas Kedokteran Universitas Sebelas Maret Surakarta ]]>
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<![CDATA[Background: Problem Based Learning (PBL) has been applied by Faculty of Medicine Sebelas Maret Maret University Senate as a model of learning in Medical Education Program since 2007. One of the aim of PBL is increasing studentsâ Self Directed Learning (SDL) ability. SDL is a process in which individuals take the initiative, with or without the help of others, to diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate learning outcomes. SDL can be measured and represented by the level of Self Directed Learning Readiness (SDLR). One of the advantage of this research is evaluating PBL implementation in Faculty of Medicine Sebelas Maret University. So, the goal of this paper is to know the difference of self directed learning readiness between first semester and seventh semester medical students in Faculty of Medicine Sebelas Maret University (UNS). Methods: This research was an analytical observational research using cross sectional approach and had been done in December 2014 in Faculty of Medicine Sebelas Maret University (UNS). The sample of this research were 386 of first and seventh semester students selected based on restriction criteria applying simple random sampling technique. Data was obtained using Self Directed Learning Readiness Scale-Nursing Education (SDLRS-NE) in Indonesian version and analyzed using Independent T-Test with SPSS 20.00 for Windows. Results: The mean of self directed learning readiness for the first UNS semester medical students was 149.09 ± 18.346 and for the seventh semester UNS medical students was 147.41 ± 15.856. This research shows that there was not any significant difference of self directed learning readiness between two studied groups. The Independent t-Test shows p = 0.337. Conclusion: This study found that there was not any significant difference of self directed learning readiness between the first semester and the seventh semester UNS medical students. Keywords :Self Directed Learning Readiness, medical student, UNS  ]]>
<![CDATA[The Differences of Block Exam Scores Based on Studentâs Organization Activities in Faculty of Medicine Sebelas Maret University ]]>
<![CDATA[Fikri, Aulia Muhammad]]>;
<![CDATA[Jusup, Sinu Andhi]]>;
<![CDATA[Randita, Amandha Boy Timor]]>
<![CDATA[ Nexus Pendidikan Kedokteran dan Kesehatan Vol 4, No 2 (2015): Nexus Pendidikan Kedokteran & Kesehatan ]]>
Publisher : <![CDATA[Fakultas Kedokteran Universitas Sebelas Maret Surakarta ]]>
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<![CDATA[Background: Hard skills and soft skills are important abilities for student to be learned. Hard skills can be acquired through lectures activities while the soft skills and spiritual can be acquired through extracurricular activities, so student needs to join extracurricular activities in addition to lectures activities. However, a lot of people think that active in organization can affect academic achievment. Lack of time due to organization activities can affect academic achievment.This study aimed to analyze the difference of block exam scores based on studentâs organization activities in Faculty of Medicine Sebelas Maret University. Method: This study was an observational analytic study with cross sectional approach. One hundred and fifty students of Faculty of Medicine Sebelas Maret University class of 2012 were randomly drawn by simple random sampling technique. The organizational activity questionnaire consist of 20 question with multiple choice answer options. Block exam scores were obtained from medical faculty. The data were analyzed with Independent T-Test. Result: Ninety eight student were active in organizations and52studentswere notactive in organizations. Average score of student who were active at organization was 62,44. While average score of student who were not active at organization was 63,85.The result of Independent T-Test was p= 0.240 (p> 0.05). Conclusion: There was no difference in block exam scores between student who were active and not active in organization in Faculty of Medicine Sebelas Maret University. Keywords: organization activities, block exam score ]]>
<![CDATA[The Correlation between Studentâs Perception about Anatomy Laboratory Peer Mentoring andThe Achievement of Learning Objective of Medical Students in UNS ]]>
<![CDATA[Probandari, Ari Natalia]]>;
<![CDATA[., Sumardiyono]]>
<![CDATA[ Nexus Pendidikan Kedokteran dan Kesehatan Vol 4, No 2 (2015): Nexus Pendidikan Kedokteran & Kesehatan ]]>
Publisher : <![CDATA[Fakultas Kedokteran Universitas Sebelas Maret Surakarta ]]>
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<![CDATA[Background: Peer mentoring activity has been applied in medical education system in common university include in UNS. Peer teaching and learning is given to the students so that they understand the material before attend the anatomy laboratory activity. But there is a policy from educational medical faculty of UNS that peer mentoring will be deleted. Methods: This research was an analytic observational research with cross sectional design,and held in Medical Faculty,UNS,in November 2014.The participants were 200 second year UNS medical student.This research was using perception assistance anatomy laboratory questionnaire  instrument that had been validated.Data analyzedusing Spearman Rank Correlation. Results: The result of statistic test indicated correlation between peer mentoring perception thoroughly and studying goal achievement was not significant or meaningful. (p = 0,06 and r = 0,133). Conclusion: Studentâs perception about anatomy laboratory peer mentoring is not increase achievement of learning objective of medical students in UNS. Keywords: perception of peer mentoring, learning objective, Anatomy Laboratory. ]]>
<![CDATA[Correlations between Emotional Intelligence with Achieved Cumulative Grade Point Average (GPA) of Undergraduate Students of Faculty of Medicine, Sebelas Maret University ]]>
<![CDATA[Witjaksana, Risnu Ardian]]>;
<![CDATA[Subandono, Jarot]]>;
<![CDATA[Murti, Bhisma]]>
<![CDATA[ Nexus Pendidikan Kedokteran dan Kesehatan Vol 5, No 1 (2016): Nexus Pendidikan Kedokteran & Kesehatan ]]>
Publisher : <![CDATA[Fakultas Kedokteran Universitas Sebelas Maret Surakarta ]]>
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<![CDATA[Introduction: Healthcare service could not be distinguished from medical education in Indonesia. Beside his academic capabilities, a doctors behaviour towards his surroundings must also be taken into account. But in reality, there hasnt been a significant amount of emotional intelligence teaching included in the curriculum of Indonesian medical education. This study is conducted to define the Correlations between Emotional Intelligence with Achieved Cumulative Grade Point Average (GPA) of Undergraduate Students of Faculty of Medicine, Sebelas Maret University Surakarta. Method: This study was an analytic observational experiment with cross sectional approach. The sample had been taken from the population of undergraduate students of Faculty of Medicine, Sebelas Maret University, class of 2012. The sampling had been done using cluster random sampling technique. The obtained data had been statistically analyzed with simple linear regression technique, using Statistical Package for Social Sciences23 (SPSS 23) for Mac and p <0.05 was chosen as the minimal significance level. Result: The data analysis result with simple linear regression technique showed that there was no significant correlation between emotional intelligence and the achieved cumulative grade point average (GPA) in undergraduate students of Faculty of Medicine, Sebelas Maret University Surakarta. (p = 0.536 ; p>0.05). Conclusion: There was no significant correlation between emotional intelligence and the achieved cumulative grade point average (GPA) in undergraduate students of Faculty of Medicine, Sebelas Maret University Surakarta. Keywords: emotional intelligence, cumulative grade point average (GPA), undergraduate students of faculty of medicine.]]>
<![CDATA[Estimated Brain Volume Could Affect the Learning Achievement on Medical Student of Sebelas Maret University ]]>
<![CDATA[Sukamto, Auliansyah Aldisela Januar]]>;
<![CDATA[., Muthmainah .]]>;
<![CDATA[., Suyatmi .]]>
<![CDATA[ Nexus Pendidikan Kedokteran dan Kesehatan Vol 5, No 1 (2016): Nexus Pendidikan Kedokteran & Kesehatan ]]>
Publisher : <![CDATA[Fakultas Kedokteran Universitas Sebelas Maret Surakarta ]]>
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<![CDATA[Introduction: Cranium capacity can reflect the volume of a persons brain. Brain volume is used to estimate a persons intelligence. Intelligence is a persons ability to learn and to understand something new. Intelligence is governed by the left cerebral cortex. Learning achievement is influenced by level of intelligence. The aim of this study was to prove that the correlation between estimated brain volume and learning achievement. Methods: This research was an observational analytic study with cross-sectional design conducted in Medical Faculty of Sebelas Maret University in October, 2015. Samples from this study were 4th year male students of medical faculty. Sixty nine samples were selected by simple random sampling method. Head height, width and length of the participants were measured to determine the brain volume while exams scores were used as learning achievement indicator. Data analysis was performed using Pearson correlation test. Results: The mean of Estimated brain volume and learning achievement measurement were 1614.35, ± 105.08 cc and 63.9, ± 4.48 respectively. The majority of samples (85.5%) had an estimated brain volume more than 1500 cc while 14.5% of samples had an estimated brain volume less than 1500 cc. Most of the samples (89.9%) had satisfactory learning achievement while only 10.1% had a good learning achievement. Data analysis using Pearson correlation test showed p = 0.000 and r= 0.555. Conclusion: There was a positive correlation between estimated brain volume and learning achievement on Medical student of Sebelas Maret. This means that the higher estimated volume of brain, the higher the learning achievement. Keywords: estimated brain volume, learning achievement, medical student ]]>
<![CDATA[The Correlation Between Self-directed Learning Readiness (SDLR) and Academic Procrastination in Medical Students of Medicine Faculty Sebelas Maret University ]]>
<![CDATA[Faizah, Sheila Rahmi Ismi]]>;
<![CDATA[Pamungkasari, Eti Poncorini]]>;
<![CDATA[Randita, Amandha Boy Timor]]>
<![CDATA[ Nexus Pendidikan Kedokteran dan Kesehatan Vol 5, No 1 (2016): Nexus Pendidikan Kedokteran & Kesehatan ]]>
Publisher : <![CDATA[Fakultas Kedokteran Universitas Sebelas Maret Surakarta ]]>
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<![CDATA[Introduction : Self-directed learning readiness (SDLR) is a personâs readiness to study autonomically. The components of SDLR are self management, self control and academic motivation. These three components are usually correlated negatively with academic procrastination and feared to be a negative impact on learning. This research was aimed to find out the correlation between SDLR and academic procrastination in Medical Students of Medicine Faculty at Sebelas Maret University. Methods: This research was an analytical observation with cross sectional method. Sample of this research were all medical students of Medicine Faculty Sebelas Maret University. SDLR and academic procrastination were measured by questionnaire. The data were analyzed with Pearson correlation and linear regression. Results: Results of Pearson correlation were r = -0,37 and p = 0,000. Results of linear regression were one SDLR score would reduce as much as 0,23 academic procrastination score (p = 0,000) and the increase of age would elevate as much as 2,1 academic procrastination score (p = 0,031). Conclusion: There was a significant negative correlation between SDLR and academic procrastination in medical students of Medicine Faculty Sebelas Maret University. The strength of the correlation was low. One SDLR score would reduce as much as 0,23 academic procrastination score and the increase of age would elevate as much as 2,1 academic procrastination score. Keywords    : self-directed learning readiness (SDLR), academic procrastination, medical students.]]>
