Pendekatan Belajar Mahasiswa Fakultas Kedokteran dalam Menghadapi OSOCA (Studi di Fakultas Kedokteran Universitas Swadaya Gunung jati Cirebon)
Abstract
Salah satu metode pembelajaran yang diterapkan di Fakultas kedokteran adalah Problem based learning (PBL) yaitu suatu metode pembelajaran yang menggunakan kasus untuk membantu mahasiswa mamahami materi. Metode PBL mendorong mahasiswa untuk mengenal cara belajar dan bekerjasama dalam kelompok untuk mencari penyelesaian masalah. Teknik yang digunakan untuk mengukur pencapaian belajar mahasiswa setelah PBL adalah Objective Student Oral Case Analysis (OSOCA). Ujian ini dilaksanakan secara lisan dan menuntut mahasiswa mampu mengidentifikasi masalah dalam bentuk kasus, mampu meningkatkan motivasi mahasiswa untuk belajar dan menganalisis suatu kasus secara menyeluruh sesuai kompetensi. Penelitian ini bertujuan untuk mengetahui gambaran pendekatan belajar yang digunakan mahasiswa di Fakultas Kedokteran Universitas Swadaya Gunung Jati Cirebon dalam menghadapi ujian OSOCA. Metode penelitian menggunakan studi deskriptif, sampel penelitian sebanyak 135 mahasiswa. Hasil penelitian menunjukan sebanyak 93 mahasiswa (68,9 %) menggunakan deep approach dan sebanyak 42 mahasiswa (31,1 %) menggunakan surface approach
Kata kunci : Pendekatan belajar, OSOCA
ABSTRACT
One of the learning methods applied in the Faculty of medicine is Problem Based Learning (PBL). PBL is a learning method that uses cases to help students achieve learning objection. The PBL method encourages students to learn how to work together in groups to find solution the problems. The Assessment technique that used to assess student achievement after PBL is Objective Student Oral Case Analysis (OSOCA). This test requires students to identify problems in the form of cases, and analyze a case as a whole according to competence. This study aims to describe the learning approaches used by students in the Faculty of Medicine, University of Swadaya Gunung Jati Cirebon in facing OSOCA exam. The research method used descriptive study, with 135 students. The result showed that 93 students (68,9%) use deep approach and 42 students (31,1%) using surface approach
Keyword : Learning Approach, OSOCA
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