Electronic Theses and Dissertation

Dinamika keilmuan kedokteran yang terus berkembang memerlukan penyesuaian metode pembelajaran. Saat ini pembelajaran kaidah dasar bioetika (KDB) di Fakultas Kedokteran Universitas Syiah Kuala (FK USK) dilakukan dengan metode kuliah konvensional. Diperlukan inovasi baru terkait metode pembelajaran KDB yang lebih komunikatif dan atraktif yang diharapkan dapat menjadi pilihan yang efektif untuk meningkatkan pengetahuan mahasiswa. Jenis penelitian ini intervensional dengan pretest and posttest design. Penelitian ini dilakukan dengan cara membandingkan rata-rata nilai tes yang diperoleh responden sebelum dan sesudah intervensi. Subjek penelitian dipilih dengan cara simple random sampling melibatkan 29 orang subjek yang dibagi dalam empat kelompok intervensi dengan metode pembelajaran film/video clipping, moral case deliberation (MCD), jigsaw technique, dan case-based learning (CBL). Hasil penelitian didapatkan peningkatan nilai 47,5 poin (32,2%) pada metode film; 26,25 poin (20,4%) pada MCD; 23,37 poin (21.3%) pada jigsaw; dan 11,43 poin (9,8%) pada CBL. Berdasarkan uji analisis Anova didapatkan hasil yang bermakna (p = 0.000 < 0.05) yang menyatakan efektivitas pada keempat metode tersebut. Melalui uji lanjutan dengan Tukey diperoleh efektivitas rata-rata metode pembelajaran film lebih baik daripada MCD, jigsaw, dan CBL. Metode MCD lebih baik daripada jigsaw dan CBL. Metode jigsaw lebih baik daripada CBL. Disimpulkan bahwa pembelajaran dengan metode film lebih efektif dibanding metode MCD, jigsaw, dan CBL.

The dynamics of medical science that continues to develop requires adjustment of learning methods. Currently learning the basic principles of bioethics (BPB) at the Faculty of Medicine, Syiah Kuala University (FM USK) is carried out using conventional lecture methods. New innovations related to BPB learning methods are needed that are more communicative and attractive which are expected to be an effective choice to increase student knowledge. This type of research is interventional with a pretest and posttest design. This research was conducted by comparing the average test scores obtained by respondents before and after the intervention. Research subjects were selected by simple random sampling involving 29 subjects who were divided into four intervention groups using film/video clipping learning methods, moral case deliberation (MCD), jigsaw technique, and case-based learning (CBL). The results showed an increase in the value of 47.5 points (32.2%) in the film method; 26.25 points (20.4%) on MCD; 23.37 points (21.3%) on the jigsaw; and 11.43 points (9.8%) on the CBL. Based on the Anova analysis test, there were significant results (p = 0.000 < 0.05) which stated the effectiveness of the four methods. Through a follow-up test with Tukey, it was found that the average effectiveness of the film learning method was better than MCD, jigsaw, and CBL. The MCD method is better than the jigsaw and CBL. The jigsaw method is better than CBL. In conclusion, learning with the film method was more effective than the MCD, jigsaw, and CBL methods.