Faktor-faktor Yang Dianggap Sebagai Prediktor Terhadap Keefektifan Kelompok Tutorial Problem Based Learning (PBL)

https://doi.org/10.22146/jpki.25130

Yani Istadi(1*), Harsono Mardiwiyoto(2), Yayi Suryo Prabandari(3)

(1) Fakultas Kedokteran Universitas Islam Sultan Agung, Semarang
(2) Fakultas Kedokteran Universitas Gadjah Mada, Yogyakarta
(3) 
(*) Corresponding Author

Abstract


Background: The tutorial plays a central role in problem-based learning (PBL). The effectiveness of small group tutorials is one of the key aspects to the students’ success in exam. This study aimed to identify factors perceived as the predictors for effectiveness of PBL tutorial group.

Method: The subjects of the study were all of the students (year of 2008) of the Medical College of Sultan Agung Islamic University who were taking tropical disease module. The adapted version of the scales adopted in this study included the scale developed by Van den Bossche et al. for assessing team effectiveness, beliefs about the interpersonal context and group’s learning behavior dimension, scale developed by Dolmans & Ginns for assessing tutor’s performance, scale developed by Munshi et al. for assessing quality of case problem, scale developed by Lepper et al. for assessing learning motivation. Quantitative approach with correlation and double regression analysis was applied.

Results: The 223 subject included in the study consisting of 84 (37.3%) male and 139 (62.3%) female students. There was a significant correlation between effectiveness of tutorial group and a tutor’s performance (r = 0.456, p < 0.01), quality of case problem (r = 0.366, p < 0.01), beliefs about the interpersonal context dimension (r = 0.631, p < 0.01), group’s learning behavior (r = 0.559, p<0.01) and motivation (r = 0.137, p<0.05). There was a correlation between the variables of tutor’s performance, beliefs about the interpersonal context dimension, and learning behavior and group effectiveness indicated by the regression coefficient of 0.739 (p < 0.05). These three variables contributed to the group effectiveness as much as 54% with F value 87.857. The quality of case problem and motivations were not the predictive factors for group effectiveness.

Conclusion: Improving tutorial group effectiveness requires improving factors beliefs about the interpersonal context dimension, group’s learning behaviors dimension and tutor’s performance. A favorable learning atmosphere is needed to improved motivation and better quality of case problem.


Keywords


Tutor’s performance, quality of case problem, beliefs about the interpersonal context dimension, group’s learning behavior dimension, learning behavior, motivation, group effectiveness

Full Text:

PDF


References

  1. Crosby J. Learning in small groups. Med Teach.1996;18(3):189-202.
  2. Wood DF. Problem based learning. BMJ. 2003;326(7384):328-30. Van Berkel HJM, Schmidt HG. Motivation to commit oneself as a determinant of achievement in problem based learning. High Educ. 2000; 40:231–42.
  3. Schmidt HG, Moust JHC. What makes a tutor effective? A structural-equations modelling approach to learning in problem-based curricula. Acad Med. 1995;70:708–14.
  4. Schmidt HG, Dolmans DHJM, Gijselaers WH, Des Marchais JE. Theory-guided design of a rating-scale for course evaluation in problem-based curricula. Teach Learn Med. 1995;7:82–91.
  5. Schmidt HG, Moust JHC. Factors affecting small-group tutorial learning:Areview of research. In: EvensenDH, Hmelo CE, editors. Problem-based learning: a research perspective on learning interactions. New York (NY): Lawrence Erlbaum; 2000:19-52.
  6. Dolmans DHJM, Wolfhagen HAP, Van der Vleuten CPM. Motivational and cognitive processes influencing tutorial groups. Acad Med. 1998;73(10):22–4.
  7. Van den Bossche P, Segers M, Kirschner PA. Social and cognitive factors driving teamwork in collaborative learning environments team learning beliefs and behaviors. Small Group Research. 2006;37(5):490-521.
  8. Dolmans DHJM, Ginns P. A short questionnaire to evaluate the effectiveness of tutors in PBL: validity and reliability. Med Teach. 2005;27(6):534–8.
  9. Munshi FM, El Zayat ESA, Dolmans DHJM. Development and utility of a questionnaire to evaluate the quality of PBL problems. South East Asian Journal of Medical Education. 2008;2(2):32-40.
  10. Lepper MR, Corpus JH, dan Iyengar SS. Intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates. Journal of Educational Psychology. 2005;97 (2):184-96.
  11. Sugiyono. Statistika untuk penelitian. Bandung: Alfabeta; 2009.
  12. Santoso S. Mengatasi berbagai masalah statistik dengan SPSS versi 11.5. Jakarta: PT Elex Media Komputindo; 2003.
  13. Van Berkel HJM, Dolmans DHJM. The influence of tutoring competencies on problems, group functioning and student achievement in problem based learning. Med Ed. 2006; 40:730-6.
  14. Gijselaers WH, Schmidt HG. Towards a causal model of student learning within the context of a problem based curriculum. In: Nooman ZN, Schmidt HG, & Ezzat ES, editors. Innovation in medical education. An evaluation of its present status. New York (NY): Springer Publishing; 1990.
  15. Harsono. Pengantar problem based learning. Yogyakarta: Medika Fakultas Kedokteran UGM; 2005.
  16. Walgito B. Psikologi kelompok. Yogyakarta: Andi; 2007.
  17. Das Carlo M, Swadi H, Mpofu D. Medical student perceptions of factors affecting productivity of problem based learning tutorial groups: does culture influence the outcome?. Teaching and Learning in Medicine. 2003;15(1):59-64.
  18. Dolmans DHJM, Schmidt HG. What do we know about cognitive and motivational effects of small group tutorials in problem-based learning?. Advances in Health Sciences Education. 2006;11:321–6.
  19. Santrock JW. Psikologi Pendidikan. Jakarta: Salemba Humanika; 2009.
  20. GrovesM, Régo P, O’Rourke P. Tutoring in problem based learning medical curricula: the influence of tutor background and style on effectiveness. BMC Med Ed. 2005, 5:20
  21. Sarwono SW,Meinarno EA. Psikologi sosial. Jakarta: Salemba Humanika; 2009. Wheelan S. Group size, group development, and group productivity. Small Group Research. 2009; 40; 247.
  22. Zanolli MB, Boshuizen HPA, DeGrave WS. Students’ and tutors’ perceptions of problems in PBL tutorial groups at a Brazilian Medical School. Education for Health. 2002;15(2):189-201.
  23. Nieminen J, Sauri P, Lonka K. On the relationship between group functioning and study succes in problem based learning. Med Ed 2006;40:64-71.
  24. Pintrich P. Motivation and classroom learning. In: William M. Reynolds, Gloria E, Miller, Weiner IB, editors. handbook of psychology: educational psychology. New Jersey: John Willey & Son, Inc; 2003.
  25. Keyton J. The relational side of groups. Small Group Research. 2000;31:387-96.



DOI: https://doi.org/10.22146/jpki.25130

Article Metrics

Abstract views : 2563 | views : 2503

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Yani Istadi, Harsono Mardiwiyoto, Yayi Suryo Prabandari

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

  

 JPKI Stats