Penggunaan AC/ID dan Active Learning dalam Pembelajaran Anatomi dalam Large Group

Siti Munawaroh

doi:10.22146/jpki.25260

Penggunaan AC/ID dan Active Learning dalam Pembelajaran Anatomi dalam Large Group

https://doi.org/10.22146/jpki.25260

Siti Munawaroh^(1*)

(1) Bagian Anatomi dan Embriology, Universitas Sebelas Maret Surakarta
(*) Corresponding Author

Abstract

Background: Anatomy is a basic medical science that very important for medical students and other health professions. With a good understanding of the anatomy, they can understand the condition of the patient's illness. However, many of students who complain about the difficulty of anatomy. This paper aims to provide an alternative choice of instructional design in large classes (large group) to improve the quality of learning.

Method: literature review.

Results: There are many designs of learning that can be applied in a large group. Each has advantages and disadvantages. To improve the quality of student learning, need to be actively involved students in the learning process, so that the material being studied can understand and survive long in the memory of the student.

Conclusion: Management of the large group on anatomy lesson is required to produce effective learning. One of the instructional design that can be applied to achieve these objectives is the 4C / ID by applying the principles of active learning.

Keywords

Anatomy lessons, large group, 4C / ID, active learning

Full Text:

PDF

References

Drake, Vogl and Mitchell. Gray’s Basic Anatomy. 1st ed. Singapura: Elsevier Churcill Livingstone; 2012.
Harden and Crosby. AMEE Guide No 20: The good teacher is more than a. Medical Teacher. 2000; 22(4): p. 334-347.
Prakosa. Menggagas pembelajaran anatomi pada kurikulum berbasis kompetensi untuk pendidikan kedokteran dasar. Jurnal Anatomi Indonesia. 2006; 1(2): p. 47-52.
McKeown et al. The Impact of curricular change on medical student’s knowledge of anatomy. Medical Education. 2003; 37: p. 954-961.
Ormrod. Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang Jilid 2. 6th ed. Jakarta: Erlangga; 2008.
Chilwant. Comparison of two teaching methods, structured interactive lectures. Biomedical Research ; 23 (3):. 2012; 23(3): p. 363-366.
Cantillon. Teaching Large Groups. In Wood Ca, editor. ABC Learning and Teaching in Medicine. 2nd ed. Singapore: Blackwell Publishing Ltd; 2010. p. 19-22.
Brown and Manogue. AMEE Medical Education Guide No. 22: Refreshing lecturing: a guide for lecturers. Medical Teacher, Vol. , No. 3,. 2001; 23(3): p. 231-244.
Ramsden. Learning to Teach in Higher Education London: Taylor & Francis e-Library; 2002.
Gagne, Briggs and Wager. Principles of Instructional Design. 4th ed. USA: Harcourt Brace Jovanovich ; 1992.
Jeffries et al. An Introduction to Medical Teaching New York: Springer Science+Business Media B.V.; 2010.
Branch M. Instructional Design: The ADDIE Approach New York: Springer; 2009.
Van Merriënboer, Clark and de Croock. Blueprints for Complex Learning: The 4C/ID-Model. ETR&D. 2002; 50(2): p. 39-64.
Hativa. Teaching for effective Learning in Higher Education London: Kluwer Academic Publisher; 2000.
Lowyck, Elen, and Clarebout. Instructional conceptions: Analysis from an Instructional Design Perspektive. International Journal of Educational Research. 2004; 41: p. 429-444.
Michaelsen and Sweet M. The essential elements of team based learning. New directions for teaching and learning. 2008; 116: p. 7-27.
Harden. A Practical Guide for Medical Teachers Dent , editor. UK: Dundee University; 2001.
Kingsbury and Lymn. Problem-based learning and larger student groups: mutually exclusive or compatible concepts – a pilot study. BMC Medical Education. 2008; 8(35): p. 1-10.