Gandes Retno Rahayu
Department of Medical Education, Faculty of Medicine, Gadjah Mada University, Yogyakarta 55281

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How does portfolio assess interprofessional learning of medical and midwifery students in community-based maternal and children health care Hermasari, Bulan Kakanita; Rahayu, Gandes Retno; Claramita, Mora
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (371.449 KB) | DOI: 10.11591/ijere.v8i3.20245

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Top-quality maternal health care requires midwifery and medical students to work together in multidisciplinary interprofessional education (IPE). Achieving IPE learning competencies requires interprofessional assessment methods; one such is portfolio. Study on portfolio as interprofessional assessment is limited. To evaluate interprofessional core competencies illustrated by IPE portfolios. A qualitative design using content analysis to evaluate portfolios of midwifery and medical students attending three weeks’ interprofessional learning in an Indonesian university. Sixty portfolios were analyzed for four IPE core competencies. Fifteen open-ended questionnaires were collected to confirm the data and further explore issues. Four interprofessional core competencies were illustrated in portfolios. While only three portfolios contained objective evidence of learning, over two-thirds of students could plan appropriate, concrete work based on interprofessional learning. The results indicate that the portfolio assesses interprofessional learning with student reflections that illustrate the achievement of four IPE core competencies. The validity of this competency achievement is also supported and confirmed by the evidence of learning and subsequent learning plans. Furthermore, portfolios also can encourage the students to prepare a concrete and appropriate work plan or study plan for students’ interprofessional learning.
Efektivitas peer education terhadap perilaku menjaga kebersihan pribadi pada santri di pondok pesantren Rokhmawati, Laily; Rahayu, Gandes Retno
Berita Kedokteran Masyarakat (BKM) Vol 33, No 11 (2017)
Publisher : Fakultas Kedokteran Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (317.016 KB) | DOI: 10.22146/bkm.25115

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Purpose This study aimed to know the effectiveness of peer education on the behavior of maintaining personal hygiene among students in Pondok Pesantren Al-Iman Putri Babadan Ponorogo Regency.Methods Pretest and posttest were given to 84 students of Madrasah Tsanawiyah class I Al-Iman Islamic boarding school. Data were analyzed using paired t-tests.Results There was a significant difference in the level of knowledge, attitude and action between the control group and the intervention group with peer education about maintaining personal hygiene. The intervention group experienced a higher increase than the control group.Conclusion This study demonstrated that peer education is effective to promote clean and healthy life behavior among students in Islamic boarding schools. Boarding school management can use peer education methods as a preventive effort to promote clean and healthy life behavior.
Persepsi Mahasiswa dan Dosen terhadap Early Clinical Experience pada Program SI Keperawatan STIK Immanuel Bandung Yuliana, Yuliana; Emilia, Ova; Rahayu, Gandes Retno
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 1, No 2 (2012): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (348.764 KB) | DOI: 10.22146/jpki.25082

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Background: Early Clinical Experiences (ECEs) is a learning strategy that helps students integrate their knowledge through clinical learning in classes easily from their initial semester of study. Advantages have been earned by both students and lecturers; nevertheless, obstacles in the implementation have frequently emerged. Ideally, lecturers and students should know their own perception on ECEs for the sake of creating good communication and expected learning results in order to improve preclinical education. The purpose of this study is to find out different perceptions between students and lecturers on ECEs in nursing undergraduate program.Method: This was a descriptive study using quantitative and qualitative approaches (mix method). Subjects comprised students in the year of 2007 and 2008 as many as 71 nursing students and 21 lecturers, consisting of 11 academic advisors and 10 clinical advisors. Qualitative method was done with Focus Group Discussion for students groups and in-depth interview to academic advisors and clinical advisors. Quantitative analysis used descriptive analysis and comparative analysis used One Way Anova analysis. Qualitative analysis used content analysis that included identification, coding, categorization, and synthesis. In the end, the result of quantitative analysis was integrated with the result of qualitative analysis.Results: Mean score of students’ perception on ECEs was 3.11 (SD 0.24) which was lower than that of academic advisors (3.27 (SD 0.28)) and of clinical advisors (3.30 (SD 0.25)), (F score of 3.18 and p<0.05) while the result of multiple comparison test of students and clinical advisors showed p=0.047. Perception difference of students and clinical advisors on ECEs components in the supervision process showed p=0.00.Conclusion: There was a significant difference among three respondent groups on ECEs perceptions. The significant difference between students and clinical advisors was in the component of supervision process while there was no significant difference between students and academic advisors as well as between academic advisors and clinical advisors. Students posed the lowest ECEs perception score compared to both academic and clinical advisors. Problems came up in the components of structure and content, supervision process, learning experience, and student evaluation.
Pengaruh Kinerja Tutor terhadap Kemandirian Belajar Mahasiswa dalam Problem Based Learning di Fakultas Kedokteran UISU Martinus, Martinus; Rahayu, Gandes Retno; Emilia, Ova
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 1, No 3 (2012): NOVEMBER
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (533.987 KB) | DOI: 10.22146/jpki.25105

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Background: For two years implementation of PBL in Faculty of Medicine Islamic University of Sumatera Utara several phenomenon should be evaluated such as various performance of tutor in facilitating PBL and student’s self study not much. This research aimed to evaluate the relationship between tutor performance and student’s self study and reporting process in PBL.Method: This was observational analytical research, cross sectional study with population of all students of Faculty of Medicine Islamic University of Sumatera Utara. Primary data was collected from June to August 2009. Instrument used were tutor performance evaluation questionnaire, self learning activity evaluation questionnaire and student’s self study and reporting process in PBL questionnaire with Likert scale. Kruskall Wallis test was used to assess the relationship between tutor and student performance.Results: Average score of tutor performance on first year was higher compared to the second year students (p=00,32). There is significant difference in student’s self study and report process in PBL between high and moderate tutor performance’s group (p=0,000; p=0,000), high and low tutor performance’s group (p=0.007, p=0,008), but not significant difference between moderate and low tutor performance’s group (p=0,111, 0,280).Conclusion: Tutor performance is related to higher level of student’s self study and report process in PBL.
Persepsi dan Perilaku Mahasiswa Keperawatan tentang Integritas Akademik Musharyanti, Lisa; Rahayu, Gandes Retno; Prabandari, Yayi Suryo
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 1, No 3 (2012): NOVEMBER
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1777.752 KB) | DOI: 10.22146/jpki.25106

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Background: Besides knowledge and clinical skills, nursing students should have professional behavior as an essential component of competences as a side of knowledge and clinical skills. One aspect of professionalism is academic integrity. Lecturer should know about students’ perception of academic integrity and behavior, to make a good way to detect and prevent the deviant behavior. The objective of this study is to describe nursing students’ perception and behavior on academic integrity.Method: Survey was conducted in a nursing school in Yogyakarta. The subject were 230 nursing students who were taken by proportionate stratified random sampling. The data were analyzed with descriptive analysis.Results: There were many deviant or unacceptable behaviors which were not considered as an academic misconduct (by 5.2%-61.3% students). Peer students’ percentage who had done an academic misconduct with 10 of the highest percentage was 50%-82.2% and the behavior ever done by students was 28.7%-68.7%. The intention to do the behavior in the future was 3-38.7%.Conclusion: Perceptions of nursing students on academic integrity varied widely. Many of the actual behaviors were not considered as academic misconduct. Nursing students had different opinions about the behavior that violated academic integrity. Students’ perceptions about the behavior and the behavior of a peer friend were in accordance with the students’ own behavior. Therefore, there is a need for a shared perception between institutions and students about behaviors that violate academic integrity.
Tingkat Pelaksanaan Problem-Based Learning di Fakultas Kedokteran Universitas Gadjah Mada Berdasarkan Pembelajaran Konstruktif, Mandiri, Kolaboratif, dan Kontekstual Dibyasakti, Banu Aji; Rahayu, Gandes Retno; Suhoyo, Yoyo
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 1 (2013): Maret
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (526.116 KB) | DOI: 10.22146/jpki.25142

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Background: Problem-based Learning (PBL) is a new strategy on a learning system. There are four basic theories regarding PBL such as constructive, self-directed, collaborative, and contextual learning. The success of the implementation of PBL in one institution can be measured by the implementation of its four basic theories. Faculty of Medicine UGM (FM UGM) has been implementing PBL as their curriculum since 2002, however there have not been any conducted research that measure the implementation of PBL in FM UGM towards its 4 (four) basic theories. The objectives of this study are to validate instrumen developed by Romauli et al8 that can measure the implementation level of PBL towards its 4 basic theories, to measure the implementation level of PBL in FM UGM towards its 4 basic theories, and to compare the implementation level of PBL based on students’ academic level and regular/international program.Method: This research used quantitative non-experimental research with cross-sectional design. 321 students from 2nd (2008) and 3rd (2007) students’batch regular and international program filled the questionnaire developed by Romauli et al (2009) which had been reliable (Alpha Cronbach) and validated (Pearson Moment Product) twice previously. The data were analyzed using mean analysis to measure the implementation level of PBL towards its four basic theories. This research also compared the implementation level of PBL based on students’ academic level and regular/international by using Independent Sample t-test.Results: Instrument developed by Romauli et al8 had high validity and reliability level (á=0,01 and r=0,931). The implementation level of PBL in FM UGM towards constructive, self-directed, collaborative, and contextual learning were in moderate level (1,72±0,28;min 0 & max 3). There were not any significant differences of the implementation level of PBL among 2007 & 2008 batch (p>0,05). There were any significant differences of the implementation level of PBL among regular & international students regarding constructive & contextual learning (p<0,05), however there were not any significant differences for self-directed & collaborative learning, (p>0,05).Conclusion: Instrument developed by Romauli et al (2009) had high validity and reliability. The implementation level of PBL were in moderate level. There were not any significant differences of the implementation level of PBL among two different students’ batch. There were any significant differences of the implementation level of PBL among reg
Pengalaman Belajar Mahasiswa Terkait Peran Skenario dalam Tutorial Aryanty, Nindya; Rahayu, Gandes Retno; Suryadi, Efrayim
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 1 (2013): Maret
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (366.138 KB) | DOI: 10.22146/jpki.25144

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Background: Tutorial in Problem-based Learning is a learning method where faculty prepares a scenario to trigger students learning through small group discussion. In the first meeting of tutorial, a group of students analyze the scenario given by raising and answering questions to explore phenomenon described in the scenario. Unresolved questions then become students’ learning issues which are a starting point for their independent learning. Answers gathered during individual learning then being reported and synthesized on the second meeting. The aim of this study is to investigate student learning experience regarding the role of scenario in tutorial.Method: Reflective writings of 36 medical students about learning experience using PBL collected at the end of first year were analyzed qualitatively through within-case analysis and cross-case analysis. Methods chosen to increase credibility are peer review and verbatim.Results: Students found that some scenarios stimulated their learning since it increase students’ curiosity. Scenarios discussing the latest news in medicine also attract to students to learn more. However, majority students admitted that some scenarios not providing enough clues to guide student determining learning objectives. Student preferred to discuss and formulate learning objectives by listing the title/topic of lecture scheduled on the same week as related tutorial session. Scenario that found identical to scenario given on the previous academic year also demotivates students to learn deeply. Students admitted learning from their senior notes in preference to learning from other valid resources. In addition, this study found that scenarios that lead students to discuss topic beyond their first-year competencies also disencourage students learning.Conclusion: Scenario plays an important role in student learning. Therefore, scenario have to be carefully designed by determining students’ prior knowledge, the length of independent learning session needed and learning resources available for students. It is also necessary to always renew the scenario for every academic year and improve its quality, for example by adding visual trigger along with written text.
Pengaruh Pelatihan Caring terhadap Perilaku Memberikan Asuhan Keperawatan pada Mahasiswa Saat Rotasi Klinik di Politeknik Depkes Palangka Raya Purba, Maria Magdalena; Emilia, Ova; Rahayu, Gandes Retno
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 2 (2013): JULI
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (355.125 KB) | DOI: 10.22146/jpki.25171

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Background: Caring in nursing is a very basic component, as the heart of profession, Which means that caring is a fundamental component, and central and unique focus of nursing. Caring, which is a core of nursing practice, must grow from self and deepest heart to help other people since being a nursing student so that caring in nursing education, must be placed as main competency in nursing education. The aim of this research to evaluation the efficacy of caring training in improving understand cognitive, affective and psychomotor competencies of caring, among students during clinical periodMethod: This research used quasi experiment non-randomized control group pretest-posttest design. Respondents of research were nursing students of Poltekes Palangka Raya, Semester V, regular class, X-A period, with total of 37 respondents as intervention group and regular class of X-B period with total of 35 respondents as control group.Results: Data were analyzed using descriptive and inferential statistical analyses. Results of research indicated that cognitive, affective and psychomotor competencies of caring in nursing students with caring training did not show significant effect (cognitive: p-value = 0,21, affective: p-value = 0.58, psychomotor: p-value = 0.07); however, the average scores were higher among student received caring training The caring behavior showed no difference between male and female students.Conclusion: There is insignificant difference between students with caring training and students without caring training. The training should be modified as suggested in the paper. 
Evaluasi Penerapan Metode Pembelajaran Berpusat pada Mahasiswa (Student Centred Learning) pada Program Studi Ilmu Gizi Fakultas Kedokteran Masyarakat Universitas Hasanudin Aminuddin, Aminuddin; Rahayu, Gandes Retno; Suryadi, Efrayim
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 2, No 3 (2013): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1929.545 KB) | DOI: 10.22146/jpki.25187

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Background: Shifting method from teaching to learning approaches require students to take the initiative to learn more, while academic staff only acts as a facilitator and requires them to be able to manage learning activities well. Thus it is necessary for them to know several methods of essential student centered learning so they can select the most suitable type of learning method to achieve the learning competencies from a single subject. The objective of this study is to evaluate academic staff knowledge, students of Nutrition Department, Faculty of Public Health class of 2008 and 2009 and supporting staff’s knowledge about student learning centered method.Method: This research was conducted with the mixed method (embedded design, qualitative research as part of the quantitative research) with a primary emphasis on quantitative research involving all students of class 2008 and 2009, who are still in the academic phase, academic staff of nutritional department and supporting staff of Faculty of Public Health, Hasanuddin University.Results: There are 3 methods most answer correctly by 54,5% of respondents that the advantages of using small group discussion, advantages of cooperative learning and problem based learning weaknesses. While the least correct answer is the advantage of problem-based learning method that is 4,5% respondents. For open questions, the most preferred methods are small group of, 18,2%; case studies of 18,2% and PBL of 13,6%. While the least preferred methods are cooperative learning and discovery learning 13,6%, respectively. This question is actually an open question so there were 27,3% of the respondents that did not answer; the preferred method or not.Conclusion: Respondents generally knew and heard the term SCL through correspondence, newspaper and faculty meetings. Respondents define SCL as learning with computers, in small rooms or some sort of FGD. In terms of the benefits of SCL respondents define it variously; to develop the potential and motivation of students, students more actively seek and accept; provide opportunities for students to obtain more sources, students find it easier to find lecture material”; student is more serious in his courses”; students more active in the lecture”; students are more self-sufficient“. Efforts made for the implementation of the SCL, according to in formant sare facilitating room equipments, props and LCD; expedite the administrative process; monitoring, inserting topics, and being ontime in the implementation of lecturers and improvementals of academic staff.
Dampak Pembelajaran dan Efek Katalitik OSCE pada Mahasiswa Tahun I,II, dan III Fakultas Kedokteran UGM Triyani, Triyani; Rahayu, Gandes Retno; Suryadi, Efrayim
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 3, No 1 (2014): Maret
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (363.034 KB) | DOI: 10.22146/jpki.25197

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Background: OSCE is one of the assessments used in the Faculty of Medicine of Universitas Gadjah Mada, Yogyakarta since 1993. The uses of the OSCE as assessment tool have been widely proven. However, it also had limitations such as the presence of anxiety of the students and the high complexity of resources. This study aimed at finding out the impact of the OSCE on learning and its catalytic effects on the first, second and third year students of the Faculty of Medicine of Universitas Gadjah Mada.Method: In a qualitative method, data was collected using focus group discussion. There were 25 participants assigned to 3 groups, which were the group of the first year students, that of the second year students and that of the third year students. Samples were drawn using purposive sampling technique. The data was collected once the students have followed the OSCE. Analysis was made using Atlasti verion 6 and intercoding was conducted along with medical and health education experts.Results: The impacts of the OSCE were the learning strategy of the students more focused on clinical skills and their learning motivation increase. The OSCE caused anxiety of the students and they needed constructive feedback. The catalytic effects of the OSCE in the study were: It made the students more aware of the necessity to more diligently learn, to actively look for learning sources, to more creatively learn, to learn in a more integrated and comprehensive manner.Conclusion: The impact of the OSCE on learning was influenced by its organization and students’ characteristics. The positive catalytic effect of the OSCE on the students was that they needed standard OSCE. The study must be continued using other methods for example survey, cross-sectional or mixed methods.