| dc.contributor.advisor | SUNDARI, SRI | |
| dc.contributor.author | RAHMAWATI, FAJMEI AISYAH | |
| dc.date.accessioned | 2019-09-02T03:57:46Z | |
| dc.date.available | 2019-09-02T03:57:46Z | |
| dc.date.issued | 2019-05-16 | |
| dc.identifier.uri | http://repository.umy.ac.id/handle/123456789/28553 | |
| dc.description | Latar belakang : Self Directed Learning sebagai suatu konsep yang belakangan ini banyak diperhatikan oleh institusi pendidikan di Indonesia. Yang mana diharapkan peserta ajar mampu untuk memiliki inisiatif belajar, menganalisis kebutuhan belajar, metumuskan tujuan belajar, mengidentifikasi sumber-sumber belajar , memilih serta melaksanakan strategi belajar yang sesuai dengan dirinya serta mampu untuk mengevaluasi hasil belajarnya sendiri. Metode Problem Based Learning maupun Non- Problem Based Learning sama-sama dituntut untuk menghasilkan Self Directed Learning yang baik bagi peserta ajarnya. Tujuan dari penelitian ini ialah untuk mencari perbedaan Self Directed Learning pada mahasiswa yang diajar dengan metode PBL maupun Non- PBL di Universitas Muhammadiyah Yogyakarta.
Metode penelitian : Jenis penelitian pada penelitian ini adalah non eksperimental dengan desain penelitian obsevasional analitik menggunakan pendekatan cross sectional, dengan tehnik pengambilan sampel secara strafied random sampling dengan jumlah sampel sebanyak 90 mahasiswa. Instrumen yang digunakan adalah Self-Rating Scale for Self-Directedness in Learning (SRSSDL) oleh Fisher Instrumen. Uji analisis menggunakan uji regresi linier sederhana.
Hasil penelitian :Dari hasil penelitian didapatkan skor SRSSDL (p= 0,035) dan skor IPK (p=0,046). Yang artinya terdapat perbedaan antara SDL mahasiswa PBL dan Non-PBL.
Kesimpulan : Terdapat perbedaan SDL (self directed learning) mahasiswa yang diajar antara metode PBL dan Non-PBL. | en_US |
| dc.description.abstract | Background: Self-directed learning as a concept that was recently considered by educational institutions in Indonesia. Participants should learn to take learning initiatives, analyze learning needs, formulate learning goals, identify learning resources, select and implement appropriate learning strategies, and be able to evaluate their own learning outcomes. The methods of problem-based learning and non-problem-based learning are equally required in order to achieve good self-directed learning for the trainees. The aim of this study was to investigate differences in self-directed learning for students who were taught PBL and non-PBL methods at Muhammadiyah University in Yogyakarta. Method: The nature of the research in this study is not experimental with analytical observation research designs using a cross-sectional approach with layered random sampling technique with a total sample of 90 students. The instruments used were the Self-Assessment Self-Assessment Scale (SRSSDL) from Fisher Instruments. Test analysis with a simple linear regression test. Results: The results of the study identified the SRSSDL score (p = 0.035) and the GPA score (p = 0.046). This means that there are differences between SDL PBL and non-PBL students. Conclusion: There are SDL differences (self-directed learning) between students who teach PBL and non-PBL methods. | en_US |
| dc.publisher | FAKULTAS KEDOKTERAN DAN ILMU KESEHATAN UNIVERSITAS MUHAMMADIYAH YOGYAKARTA | en_US |
| dc.subject | Self-directed learning, problem-based learning , Non-problem-based learning | en_US |
| dc.title | PERBEDAAN SELF DIRECTED LEARNING MAHASISWA ANTARA METODE PROBLEM BASED LEARNING DAN NON PROBLEM BASED LEARNING | en_US |
| dc.type | Thesis SKR FKIK 523 | en_US |
