scholarly journals Faktor-Faktor yang Mempengaruhi Self Directed Learning Readiness pada Mahasiswa Tahun Pertama, Kedua, dan Ketiga di Fakultas Kedokteran Universitas Hasanuddin dalam PBL

2016 ◽  
Vol 5 (2) ◽  
pp. 67
Author(s):  
Hasan Nyambe ◽  
Harsono Mardiwiyoto ◽  
Gandes Retno Rahayu
Keyword(s):  
Self Control ◽  
Independent Learning ◽  
Average Score ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
First Year Students ◽  
Directed Learning ◽  
Second Year ◽  
Self Learning

Background: The study explores the factors that affecting the readiness to (self-directed learning readiness) in the context of PBL is still rare, especially when in fact unprepared students in the initiative and the desire for self-learning, a lack of understanding of students on independent learning and interpretation mischaracterized the self-learning (self directed learning) is still frequently encountered. This study aimed to measure simultaneously identify factors that influence student SDLR in the first, second and third at the Medical Faculty of Hasanuddin University.Method: through two stages (sequencing), which combines two research approaches, namely qualitative as the main approach (dominant) and quantitative approaches as facilitators (less dominant). data collection with questionnaires and focus group discussions. The number of subjects quantitative 399 people (143 people from the first year, 152 the second year and 104 people from the third year), while for FGD about 18 people who set out with purposive sampling. Distributing questionnaires carried out in advance to obtain SDLR categories of high, medium and low, followed by FGD each batch by category SDLRnya. The analysis starts with the transcription process then the coding process.Results: This study shows that the average score lowest SDLR owned by First-year students FK UNHAS while the highest SDLR owned by Second year students. Not found SDLR category lower because students have had plenty of experience of active and independent learning that develops steadily. There are several factors that affect SDLR construct the desire to learn, self-control and self-management.Conclusion: Factors that affect SDLR the first year students, second and third in the FK Unhas divided into two, namely: (1) internal factors which consist of physical health, the availability of leisure time, hobby or avocation, self maturity, and intelligence; (2) external factors which consists of the support of family and friends, faculty facilities, problems, relationships between peers, and the influence of parents and friends

scholarly journals Gambaran Self Directed Learning Readiness (SDLR) pada Mahasiswa Tingkat Pertama Program Studi Pendidikan Dokter di Fakultas Kedokteran Universitas Sam Ratulangi

2021 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Arselina C. Mandolang
Keyword(s):  
Problem Based Learning ◽  
Independent Learning ◽  
First Year ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Undergraduate Program ◽  
Learning Readiness ◽  
First Year Students ◽  
Medical Undergraduate ◽  
Directed Learning

Abstract: The concept of self-directed learning (SDL) develops rapidly in distance education. This independent learning can be assessed by measuring the score of self-directed learning readiness (SDLR). The Medical Undergraduate Program of Faculty of Medicine Sam Ratulangi University uses the problem based learning (PBL) method which requires students to be able to study independently. The SDLR score of students is very important in the first year of study, therefore, the students will be evaluated by the institution immediately, as well as encouraging them to adapt the independent learning method. This study was aimed to obtain the description of SDLR score in the first-year students of Medical Undergraduate Program of Faculty of Medicine, Sam Ratulangi University. This was a descriptive study with a cross sectional design. The study was conducted on the first year students by using the SDLR questionnaire of Fisher modified by Nyambe. The results showed that a total of 109 students (69.87%) had high SDLR score, 44 students (28.2%) had moderate score, and three students (1.92%) had low score. In conclusion, most of the first year students of Medical Undergraduate Program Faculty of Medicine, Sam Ratulangi University had high SDLR scores.Keywords: self directed learning readiness (SDLR); medical education                                                   Abstrak: Konsep belajar mandiri atau self directed learning (SDL) berkembang pesat pada pendidikan jarak jauh. Pembelajaran mandiri ini dapat dinilai dengan mengukur skor self directed learning readiness (SDLR). Program Studi Pendidikan Dokter (PSPD) Fakultas Kedokteran Universitas Sam Ratulangi menggunakan metode problem based learning (PBL) yang menuntut mahasiswa untuk dapat belajar mandiri. Skor SDLR dari mahasiswa sangat penting pada tahun pertama pendidikan agar dapat segera dievaluasi oleh institusi dan untuk mendorong mahasiswa agar dapat menyesuaikan dengan metode belajar mandiri. Penelitian ini bertujuan untuk mengetahui gambaran SDLR pada mahasiswa tingkat pertama Program Studi Pendidikan Dokter (PSPD) di Fakultas Kedokteran Universitas Sam Ratulangi.  Jenis penelitian ialah deskritif dengan desain potong lintang. Penelitian ini dilakukan pada mahasiswa tingkat pertama dengan meng-gunakan kuesioner SDLR dari Fisher yang dimodifikasi oleh Nyambe. Hasil penelitian mendapat-kan 109 mahasiswa (69,87%) mempunyai skor SDLR tinggi, 44 mahasiswa (28,2%) dengan skor sedang, dan 3 mahasiswa (1,92%) skor rendah.  Simpulan penelitian ini ialah sebagian besar mahasiswa tingkat pertama PSPD Fakultas Kedokteran Universitas Sam Ratulangi mempunyai skor SDLR tinggi.Kata kunci: self directed learning readiness (SDLR); pendidikan kedokteran

Exploring first-year undergraduate medical students' self-directed learning readiness to physiology

2011 ◽  
Vol 35 (4) ◽  
pp. 393-395 ◽  
Author(s):  
Reem Rachel Abraham ◽  
Murray Fisher ◽  
Asha Kamath ◽  
T. Aizan Izzati ◽  
Saidatul Nabila ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Low Achievers ◽  
Self Control ◽  
High Achievers ◽  
Self Management ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning

Medical students are expected to possess self-directed learning skills to pursue lifelong learning. Previous studies have reported that the readiness for self-directed learning depends on personal attributes as well as the curriculum followed in institutions. Melaka Manipal Medical College of Manipal University (Karnataka, India) offers a Bachelor of Medicine and Bachelor of Surgery (MBBS) twinning program that is of 5 yr in duration. Keeping in mind the amount of time that the curriculum has devoted for self-directed learning, we explored the self-directed learning readiness of first-year MBBS students ( n = 130) using a self-directed learning readiness scale (SDLRS) and explored the correlation between SDLRS scores of high achievers, medium achievers, and low achievers with their academic performance in physiology examinations. Students were requested to respond to each item of the SDLRS on a Likert scale. Median scores of the three scales of the SDLRS were compared across the three groups of students using a Kruskall-Wallis test. SDLRS scores of the students ( n = 130) were correlated with their marks in theory papers of first, second, and third block-end examinations using Spearmann's correlation coefficient. The mean item score for desire for learning was found to be higher followed by self-control and self-management. Data analyses showed significantly high ( P < 0.03) median scores for self-control for high achievers compared with medium and low achievers. Between the groups, high achievers had a higher score for all the three scales of the SDLRS followed by low and medium achievers. SDLRS scores and academic performance of the three groups of students were found to exhibit a weak correlation. This study threw light on the fact that despite having a high desire for learning and ability of self-control, students need to be supported in their self-management skills.

scholarly journals ASSESSING LIFE-LONG LEARNING IN A FIRST-YEAR DESIGN AND COMMUNICATION COURSE

2015 ◽  
Author(s):  
R.W. Brennan ◽  
M. Eggermont ◽  
W. Rosehart ◽  
A.K. Deacon ◽  
N. Larson ◽  
...  
Keyword(s):  
Pilot Study ◽  
Good Choice ◽  
The Self ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
First Year Students ◽  
Communication Course ◽  
Life Long Learning ◽  
Directed Learning

This paper reports on a pilot study of theassessment of CEAB (Canadian EngineeringAccreditation Board) graduate attribute 3.1.12 “life-longlearning” in a first year design course. We proposeequating life-long learning with self-directed learning,and use the Self-Directed Learning Readiness Scale(SDLRS) developed by Guglielmino. The results of oursurvey show our first year students’ readiness for selfdirectedlearning is very consistent with the adult averagereported by Guglielmino and that the SDLRS instrumentappears to be a good choice for the assessment of lifelonglearning.

scholarly journals Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19

2021 ◽  
Author(s):  
Līga Beļicka ◽  
◽  
Tatjana Bicjutko
Keyword(s):  
Teaching And Learning ◽  
Research Question ◽  
Educational Process ◽  
Asynchronous Learning ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Challenges And Opportunities ◽  
Directed Learning ◽  
Professional Contexts

The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.

scholarly journals Using an integrated teaching approach to facilitate student achievement of the learning outcomes in a preclinical medical curriculum in India

2019 ◽  
Vol 43 (4) ◽  
pp. 522-528
Author(s):  
Asha Vashe ◽  
Vasudha Devi ◽  
Raghavendra Rao ◽  
Reem Rachel Abraham ◽  
Vinod Pallath ◽  
...  
Keyword(s):  
Medical Curriculum ◽  
Student Assessment ◽  
Educational Environment ◽  
Average Score ◽  
Learning Approaches ◽  
Multiple Choice Questions ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Outcome Based Education ◽  
Directed Learning

Today most education institutions around the world have adopted the philosophy of outcome-based education. The emphasis in outcome-based education is achievement of outcomes; hence the curriculum should be designed in a way that it includes the components targeted specifically at achieving these outcomes. A discipline-based approach results in fragmentation of learning and lack of clinical applicability. Integrated teaching could be a solution to achieve required outcomes in a holistic way. Hence, the aim of this study was to develop, implement, and evaluate an integrated teaching module. Temporal coordination of the basic sciences, along with correlation of learned topics to clinical settings, was done in the first year of the undergraduate medical program. The module was evaluated by obtaining qualitative and quantitative feedback from students. Student assessment was conducted with a test that had case vignettes and multiple-choice questions. In addition, students’ change in learning approaches and self-directed learning readiness were collected. Students’ perception regarding the educational environment was also obtained. Analysis of the data showed positive feedback from the students regarding the integrated teaching. Students’ average score in the test was 86%. There was a significant increase in the scores for the deep approach and self-directed learning readiness in the posttest compared with the pretest. Moreover, students were found to be satisfied with the educational environment. Evaluation of integrated teaching revealed that it was well accepted by the students. Moreover, it facilitated the achievement of the students’ outcomes.

scholarly journals R-D-L me this: A simple semi-directed learning approach to teaching first year physics students.

2016 ◽  
Author(s):  
Matthew John Mears
Keyword(s):  
Academic Staff ◽  
Independent Learning ◽  
First Year ◽  
Self Directed Learning ◽  
Physics Students ◽  
Physics Courses ◽  
Directed Learning ◽  
Approach To Teaching ◽  
Improving Student Learning ◽  
Positive Effect

Students often enter physics courses at higher education with a background experience of “spoon fed” learning yet academic staff expect students to engage in self-directed learning. The Revise, Do, Learn method presented here provides a first intermediary step between “spoon fed” and independent learning. A small to moderate positive effect (d = 0.38) was found between subsequent cohorts that, when considered with the minimal time and effort required to implement the method, provides an easy win for improving student learning.

scholarly journals THE USE OF BLENDED LEARNING TO IMPROVE STUDENTS’ SELF DIRECTED LEARNING IN ACCOUNTING CLASS AT SMK N 7 YOGYAKARTA ACADEMIC YEAR OF 2014/2015

2015 ◽  
Vol 13 (1) ◽  
Author(s):  
Yolandaru Septiana ◽  
Annisa Ratna Sari
Keyword(s):  
Blended Learning ◽  
Research Result ◽  
The Self ◽  
Self Control ◽  
Self Management ◽  
Average Score ◽  
Self Directed Learning ◽  
Data Presentation ◽  
Directed Learning ◽  
Academic Year

Based on the pre-research questionnaire in accounting introduction class at SMK N 7 Yogyakarta, 64,68% students have self management, 75,00% students have desire for learning and 71,00% students have characteristics of self control. This shows the self directed learning is low. Thus, the type of this research aimed to improve students’ Self Directed Learning of Class X AK 1 SMK N 7 Yogyakarta Academic Year of 2014/2015. The research is done in two cycles uses one kinds of data collection techniques is questionnaire. The data collected was analyzed by qualitative analysis using three steps, data reduction, data presentation and conclusion formulation. The analysis is completed with descriptive quantitative analysis to calculate the score of Self Directed Learning. Based on the research result, the implementation of Blended Learning is able to improve students’ Self Directed Learning of the class X AK 1 SMK N 7 Yogyakarta academic year of 2014/2015. It is proven by the improvements of X AK 1’s average score of Self Directed Learning from 73,66% on the first cycle and reaches to 79,60% on the implementation of the second cycle. This improvement shows that using Blended Learning is able to improve students’ Self Directed Learning of class X AK 1 SMK N 7 Yogyakarta.   Keywords: Blended Learning, Self Directed Learning, Accounting Class

scholarly journals INSTRUMEN KESEDIAAN PEMBELAJARAN TERARAH KENDIRI

2015 ◽  
Vol 3 (1) ◽  
pp. 77-110
Author(s):  
Khairul Azhar Mat Daud ◽  
Nik Zulkarnaen Khidzir ◽  
Hasyamuddin Othman
Keyword(s):  
Student Motivation ◽  
High Reliability ◽  
Self Control ◽  
Self Management ◽  
Pilot Test ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Cronbach Alpha ◽  
Directed Learning ◽  
Very High

AbstrakInstrumen kesediaan pembelajaran terarah kendiri (KPTK) adalah merupakan instrumen yangdibangunkan bagi mengukur tahap kesediaan pelajar untuk belajar secara terarah kendiri. InstrumenKPTK dibangunkan hasil daripada adaptasi intrumen ”self-directed learning readiness scale” (SDLRS)yang dibangunkan oleh Guglielmino (1977). Instrumen SDLRS ini diadaptasikan supaya penggunaaninstrumen yang akan dibangunkan dapat disesuaikan dengan iklim setempat dari pelbagai aspek yangsaling mempengaruhi dalam sistem pengajaran dan pembelajaran di Malaysia. Antara aspek yang salingmempengaruhi sistem pengajaran dan pembelajaran di Malaysia adalah seperti aspek pengurusan,pelaksanaan, sistem pembelajaran, kemudahan infrastruktur, motivasi pelajar, pencapaian dan tahapsosioekonomi pelajar. Pembangunan instrumen KPTK ini melalui lima fasa utama iaitu ; penterjemahan,pengesahan dari pakar bahasa, kajian rintis, analisis kebolehpercayaan dan akhirnya pembangunanformat instrumen. Melalui analisis yang dibuat, adalah didapati nilai kebolehpercayaan instrumen inisangat tinggi iaitu alpha cronbach, ? = 0.9204. Kesediaan pembelajaran terarah kendiri terbentuk daripadatiga konstruk utama iaitu Pengurusan kendiri (alpha cronbach,? = 0.8780), Keazaman untuk belajar (alphacronbach,? = 0.8634), dan kawalan kendiri (alpha cronbach,? = 0.8496). Abstract The instrument of Self-Directed Learning Readiness Scale (SDLRS) is an instrument developed tomeasure students’ readiness for self-directed learning. The SDLRS instrument was developed by adaptingthe original instrument which is established from Guglielminno (1977). The original SDLRS instrumentfrom Guglielmino (1977) has been adapted in order to mismatch its application with the local culture froma variety of aspects influencing the Malaysian education system. The particular aspects that influencethe Malaysian educational system is management, implementation, learning systems, infrastructure,student motivation, achievement and students socioeconomics. The development of SDLRS is through aproper process with five main phases namely; language expertise, pilot test, the analysis of reliability andfinally, the development of an instrument format. Through the analysis, it is found that the value of theseinstruments has a very high reliability of Cronbach alpha, ? = 0.9204. Self-directed learning readiness isformed by three constructs such as Self-Management (Cronbach alpha, ? = 0.8780), determination tolearn (Cronbach alpha, ? = 0.8634), and self-control (Cronbach alpha, ? = 0.8496).

scholarly journals Using an Online Homework System for Fostering Self-directed Learning

2021 ◽  
pp. 323-335
Author(s):  
Harry Wiggins ◽  
Quay Van der Hoff
Keyword(s):  
21St Century ◽  
Independent Learning ◽  
First Year ◽  
Online Homework ◽  
Mathematics Students ◽  
Self Directed Learning ◽  
Sample Group ◽  
Directed Learning ◽  
Course Material ◽  
Whole Class

Self-directed learning is learning in which the conceptualization, design, conduct and evaluation of new content is directed and driven by the learner itself. This is an essential skill for students in the 21st century. Many large undergraduate courses use an online homework system to engage the whole class in the course material simultaneously. A very important advantage of using an online homework system is the quick feedback that gives students an immediate indication on how well they understand the work.  The purpose of this study firstly focusses on constructing a framework along which to determine the role and success of an online homework system towards making students self-directed learners. The second purpose of this study is to give an example of how the framework can be used. The sample group consists of both engineering and mainstream first year mathematics students using the online homework system WebAssign. The study investigates the extent to which the online homework system fosters independent learning in these cohorts of students. The article concludes by discussing the findings, some discussion and conclusions of this framework.

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