Update Artikelilmiah: 43013

WULAN ASTARI WIBOWO

NIM

Judul Artikel

Abstrak (Bhs. Indonesia)

Latar belakang: Salah satu permasalahan dalam pembelajaran Anatomi Fakultas Kedokteran Universitas Jenderal Soedirman (FK Unsoed) adalah rerata nilai ujian identifikasi Anatomi yang kurang baik. Hal ini dapat terjadi karena ketidaksesuaian antara gaya belajar, kebiasaan belajar, dan bahan ajar, sehingga menghasilkan proses belajar yang tidak mendukung tercapainya hasil belajar yang baik. Belum ada penelitian yang melihat ketiga variabel sekaligus.
Tujuan: Mengetahui distribusi frekuensi kesesuaian jenis modalitas VARK antara gaya belajar, kebiasaan belajar Anatomi, serta bahan ajar Anatomi pada Blok Ilmu Dasar Sistem Reproduksi.
Metode: Penelitian observasional analitik dengan pendekatan deskriptif kuantitatif 103 mahasiswa angkatan 2022 FK Unsoed yang terpilih berdasarkan total sampling dengan kriteria inklusi. Data sekunder yang diolah berupa 15 jenis variasi modalitas VARK hasil interpretasi pengisian kuesioner gaya belajar VARK online dan kuesioner kebiasaan belajar Anatomi model VARK, serta interpretasi penerapan modalitas bahan ajar Anatomi, yaitu visual. Ketiga variabel dikatakan berkesesuaian apabila terdapat 1 hingga 3 variabel yang saling berkesesuaian. Ketiga variabel dikatakan tidak berkesesuaian apabila ketiganya memiliki modalitas yang berbeda.  
Hasil: Ketiga variabel berkesesuaian sebanyak 55,34%, yang terdiri atas: hanya bahan ajar yang tidak berkesesuaian sebanyak 34,95%; hanya gaya belajar yang tidak berkesesuaian sebanyak 20,39%; hanya kebiasaan belajar yang tidak berkesesuaian 0%. Ketiga variabel tidak berkesesuaian sebanyak 44,66 %.
Kesimpulan: Distribusi frekuensi kesesuaian jenis modalitas VARK antara gaya belajar, kebiasaan belajar Anatomi, serta bahan ajar Anatomi Blok Ilmu Dasar Sistem Reproduksi telah didapatkan.

Abtrak (Bhs. Inggris)

Background: One of the problems in Anatomy learning at the Faculty of Medicine, Jenderal Soedirman University (FK Unsoed) was the poor average score on the Anatomy identification test. This could occur due to a mismatch between learning style, study habits, and teaching materials, resulting in a learning process that does not support good learning outcomes. There has been no research that looks at all three variables at once.
Objective: To determine the frequency distribution of suitability of VARK modality types between learning styles, Anatomy study habits, and Anatomy teaching materials of Basic Sciences of Reproductive System Block.
Method: Analytical observational research with a quantitative descriptive approach of 103 students from the class of 2022 of FK Unsoed who were selected based on total sampling with inclusion criteria. The secondary data processed were: 15 types of VARK modality variations as results of the online VARK learning style questionnaire and the Anatomy study habits questionnaire using VARK model, as well as Anatomy teaching material modality which was already assessed as visual. The three variables were said to be compatible if 1 to 3 variables were compatible with each other. The three variables were said to be incompatible if all of the 3 variables had different modalities.
Results: As much as 55.34% sample have compatibility, which consists of those with only teaching materials that did not match (34.95%) and those with only learning styles that did not match (20.39%). As much as  44.66% of the sample have incompatibility.
Conclusion: The frequency distribution of the suitability of VARK modality types between learning styles, study habits, and teaching materials in studying Anatomy courses has been obtained.

Kata kunci

Pembimbing 1

Pembimbing 2

Pembimbing 3

Tahun

Jumlah Halaman