THE EFFECT OF BLENDED LEARNING TOWARD MEMORY RETENTION RATES OF NEONATAL RESUSCITATION SKILLS AND STUDENT’S PERCEPTION

https://doi.org/10.22146/jpki.38542

Veratiwi Veratiwi(1*), Nanan Sekarwana(2), Ike Rostikawati Husen(3)

(1) Program Studi Magister Kebidanan Fakultas Kedokteran Universitas Padjajaran, Bandung - INDONESIA
(2) Departemen Ilmu Kesehatan Anak Fakultas Kedokteran Universitas Padjajaran , Bandung - INDONESIA
(3) Departemen Ilmu Kesehatan Anak Fakultas Kedokteran Universitas Padjajaran , Bandung - INDONESIA
(*) Corresponding Author

Abstract


Background: Retention is a goal in the learning process. The objective of this study was to compare the memory retention rates of neonatal resuscitation skills between blended learning strategies and conventional ones and to analyze the correlation of students’ perception on the implementation of blended learning towards memory retention rates of neonatal resuscitation skills.

Method: This was an analytical study using quasi-experimental design applying posttest-only non-equivalent group design. The subjects of this study were students of DIII Midwifery Program of Health Polytechnic Palembang. The research subjects were divided into two groups; 25 subjects in blended learning group and 25 subjects in conventional group. The hypotheses were tested using Kolmogorov-Smirnov, to analyze the differences of memory retention rates of resuscitation skills between the two groups of study, and Chi-square test, to see the correlation of students’ perception on the implementation of blended learning with memory retention rates of resuscitation skills.

Result: The results of study showed that the memory retention rates of neonatal resuscitation skills between blended learning group and conventional group were not significantly different. In addition, there was no correlation of students’ perception on the implementation of blended learning toward the memory retention rates of resuscitation skill.

Conclusion: From the findings of this study, it can be concluded that there was no difference in the memory retention rates of neonatal resuscitation skills between blended learning strategies and conventional ones and there was no effect of the students’ perception on the implementation of blended learning towards the memory retention rates of neonatal resuscitation skills.

 



Keywords


blended learning, memory retention rates, neonatal resuscitation skills, perception

Full Text:

PDF


References

  1. Survey Development Goals Cbot; 2015.
  2. Kementerian Kesehatan RI. Kurikulum Inti Pendidikan Diploma III Kebidanan. Jakarta: Kemenkes RI; 2011.
  3. Kementerian Kesehatan RI. Peraturan Menteri Kesehtan Republik Indonesia No.49 Tahun 2015. Jakarta; 2015.
  4. Rosyadi Slamet. Revolusi Industri 4.0: Peluang dan Tantangan Bagi Alumn Universitas Terbuka. Fakultas Ilmu Sosial dan Politik Universitas Jenderal Soedirman; 2018.
  5. Peraturan Menteri Pendidikan dan Kebudayaan RI No.24 Tahun 2012 tentang Penyelenggaraan Pendidikan Jarak Jauh. 2012.
  6. Kementerian Riset Teknologi dan Pendidikan Tinggi. Kebijakan Pendidikan Jarak jauh dan E-Learning di Indonesia; 2016.
  7. Janner SA, Janulis P. Purba E. Djuanda A. Implementasi Model Pembelajaran Berbasis Blended Learning Untuk Meningkatkan Hasil Belajar Siswa. Prosiding Seminar Nasional Inovasi dan Teknologi Informasi. 2016 11-12 November 2016:1845-8.
  8. Robert L, Solso OHM, Maclin MK. Psikologi Kognitif. Edisi Kedelapan. Penerbit Erlangga; 2007.
  9. Rusli L. Belajar Keterampilan Motorik, Pengantar Teori dan Metode. Jakarta: Depdikbud Dirjen Dikti Proyek Pengembangan Lembaga Pendidikan Tenaga Kependidikan; 1988.
  10. Lateef F. Simulation-Based Learning: Just Like The Real Thing. Journal Of Emergencies Trauma And Shock. 2010 Oct-Dec;3 (4):348-52.
  11. Suhendi A, Purwarno. Constructivist Learning Theory: The Contribution to Foreign Language Learning ad Teaching. Kne Social Science & Jumanities. 2018;87-95.
  12. Kolb D, Kolb AY. Experiential Learning: Experience as Source of Learning and Development. Prentice- Hall, Inc. Englewood Cliffs, N.JI; 1984
  13. Bartle E. Experiential Learning: an overview. The University Of Queensland. Austraia. 2015
  14. Bourke John, Debra Bath. Getting Started With Blended Learning: Griffith University. 2010.
  15. Julie A, Poore M, Deborah L, Cullen ED, Gina L, Schaar DNP. Simulated-Based Interprofesional Education Guided by Kolb’s Experietial Learning Theory. Clinical Simulation in Nursing. 2014;10:241-7.
  16. Suherman A. Revitalisasi Keterlantaran Pengajaran Dalam Pendidikan Jasmani. Bandung: IKIP Bandung Press; 1998.
  17. Liu Q, Peng W, Zhang F, Hu R, Li Y, Yan W. The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis. Journal of Medical Internet Research. 2016;01(04).
  18. Bourke DBaJ. Getting Started With Blended Learning: Griffith University; 2010.
  19. Makmun K. Psikologi Belajar. 1 ed. Sleman,Yogyakarta: Aswaja Pressindo; 2017.
  20. Sutisna A. Pengembangan Model Pembelajaran Blended Learning pada Pendidikan Kesetaraan Program Paket Cdalam Meningkatkan Kemandirian Belajar. Jurnal Teknologi Pendidikan. Desember 2016; Volume 18, No.3.



DOI: https://doi.org/10.22146/jpki.38542

Article Metrics

Abstract views : 2058 | views : 2126

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Veratiwi Veratiwi, Nanan Sekarwana, Ike Rostikawati Husen

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: