Abstrak IMEC

Lampiran I
ABSTRAK TIM I
The Effect of Peer Tutorial on Medical Students to Improve Tutorials Score in Medical
Faculty.
Yanasta Yudo Pratama1, Astri Anindita Utomo1, Yoanda Siregar1, Syaefudin Ali Akhmad1
Islamic University of Indonesia
Keyword: Peer Tutorial, Tutorials score
Background: Tutorial has been widely applied in education to help students improve their
understanding towards considerably hard subjects and materials delivered in the campus,
especially to those who never take a part actively in the learning process. The Grade Point
Average (GPA) Score is known as a parameter to measure the college students mastery on
what they have learnt in campus. Apparently by doing this study, we will prove that the
tutorial method can also appreciably increase the medical students score.
Method and Design: The study uses the observation method which is aimed at increasing the
tutorials score subjected to 15 (fifteen) freshmen of medical faculty with low grade
achievements (data taken from academics division documents) and facilitated by the second
year students. Each peer tutorial group consists of ten persons treated by tutorial with five
others without peer tutorial treatment (as a control group). The tutorial is given prior to the
schedule made by the faculty academically. We expect this method can improve students
grade point significantly.
Result: Peer of tutorial can increase the tutorial score.
Treated Group
BLOK 1.2 BLOK 1.3
78.57 76.64 76.43

75.14
72 71.43 72.36
65 65 65 66.29
63.86 62.67 63.33
59.67 59 59.33 61 59.33
56
A1 A2 A3 A4 A5 A6 A7 A8 A9 A1 0
PANITIA PENDELEGASIAN INTERNATIONAL MEDICAL
EDUCATION CONFERENCE
FAKULTAS KEDOKTERAN
LEMBAGA EKSEKUTIF MAHASISWA
Sekretariat : Gedung Fakultas Kedokteran UII Ruang Costa
Jl. Kaliurang Km 14,5 Yogyakarta 55584 Telp & Fax (0274) 896448 ext.2078
Control Group
Blok 1.2 Blok 1.3
63.67
61.67 61.3360.86
60.07
59.36
58.33 58.3358.57
56.5
B1 B2 B3 B4 B5
Conclusion: Tutorials is a part of Problem Based Learning (PBL) system on Medical

Faculty. The innovation is peer of tutorial. The observation of peer tutorial can rise the
tutorial score.
Reference :
Fuchs, D., & Fuchs, L. S., (2005). Peer-assisted learning strategies: Promoting word
recognition, fluency, and reading comprehension in medical student. The Journal of
Special Education, 39(1), 34-44. Retrieved January 2, 2016, from Academic Search
Premier database.
Mathes, P.G., Torgesen, J.K., Clancy-Menchetti, J., Santi, K., Nicolas, K., Robinson, C., &
FAKULTAS KEDOKTERAN

Grek, M. (2003). A comparison of teacher-directed versus peer-assisted instruction to
struggling first-grade readers. The Elementary School Journal, 103(5), 459-
479.Retrieved December 14, 2015, from Academic Search Premier database.
McMaster, K.L., Fuchs, D. & Fuchs, L.S. (2006). Research on peer-assisted learning
strategies: The promise and limitations of peer-mediated instruction. Reading & Writing
Quarterly, 22 (5), 5-25. Retrieved December 5, 2015, from Academic Search Premier
database.
McMaster, K.L., Fuchs, D. & Fuchs, L.S. (2006). Research on peer-assisted learning
strategies: The promise and limitations of peer-mediated instruction. Reading & Writing
Quarterly, 22 (5), 5-25. Retrieved January 5, 2016, from Academic Search Premier
database.
ABSTRAK TIM II
THE PERCEPTION OF MEDICAL STUDENTS ON THE LEARNING SYSTEM OF

ANATOMY PRACTICUM IN FACULTY OF MEDICINE ISLAMIC UNIVERSITY OF
INDONESIA
Prabowo, R*, Marina S*, Saputra BS*, Cahyaningrum, YD**
*Medical students
**Medical Education Unit, Faculty of Medicine, Islamic University of Indonesia
Faculty of Medicine, Islamic University of Indonesia
FAKULTAS KEDOKTERAN

Background
Learning activities conducted during lecturing sessions and practicums based on
Competence-based Curriculum (KBK) are less than those which are based on Non-KBK.
This lower time slot is suspected in contributing to the decrease in quality of knowledge on
anatomy among younger generation of surgeons. The learning system of anatomy practicum
in Faculty of Medicine, Islamic University of Indonesia (UII) uses formative assessment, in
which the learning process of anatomy does not contribute to final score in the block.
Therefore, this research aims to find out the perception of medical students on the learning
system of anatomy practicum in faculty of medicine, UII.
Research Method
This research was conducted under analytical-observational method with cross-sectional
approach. Data in this research were obtained from questionnaire given to 134 students of
batch 2015.
Result
95 students (71%) disagree on the contribution of responsi and tentamen scores to the final
score of the block. 91 students (68%) claim that their final score will not be better if there is a
contribution from responsi and tentamen scores. Also, 103 students (77%) state that anatomy
is a basic medical knowledge that is preferable to be studied.
Conclusion
Students enjoy learning anatomy as one of basic knowledge in medical studies. Students
mostly disagree on the contribution of responsi and tentamen scores to the final score of the
block. They also claim that their final score will not be better if there is a contribution from
responsi and tentamen scores.
Keywords: KBK system, anatomy practicum, students' perception
REFERENCES
Endriani, R., & Nazriati, E. (2009). Pendapat mahasiswa terhadap implementasi kurikulum
berbasis kompetensi (KBK) dengan problem based learning (PBL) di Fakultas
Kedokteran Universitas Riau Pekan Baru. Jik, 3(1), 10.
Prakosa, D. (2006). Menggagas pembelajaran anatomi pada kurikulum berbasis kompetensi

untuk pendidikan kedokteran dasar *. Jurnal Anatomi Indonesia, 1, 4752.
FAKULTAS KEDOKTERAN
ABSTRAK TIM III
Students Perspective on Professional Learning and Development Through Early

Clinical Exposure in Medicine Faculty, Islamic University of Indonesia.
(Mohamad Rahman Suhendri, Medicine Faculty Islamic University of Indonesia)
Background : Professionalism is a core competency in the medical profession and has

become a critical issue in medical education. Therefore, undergraduate programs all over the
world invest greatly in teaching and assesing medical professionalism in their curricula.
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Numerous studies investigate how this competency is taught and learned. Professionalism
learning for second year student of Islamic University of Indonesia is delivered through early
clinical exposure. Students were assigned to visit puskesmas(center for primary community
health care) and to find patients to seek and analyse infectious disease cases regarding
etiology, pathophysiology and risk factors. The purpose of this study is to gain insight into
how early clinical exposure contribute medical professionalism learning and development in
second year medical students of Islamic University of Indoonesia.
Method & Design : To determine students perception related to medical professionalism
learning and development which was performed indepth interview pertaining to what they
learned and the impact of their experience through early clinical exposure in daily life. Major
themes were identified.
Result : After performed indepth interview with 10 medical student, the major aspects of
professionalism that they learn are communication, commitment to excellent, compassion,
respect, and sensitivity to diversity. In addition the impact on daily life after their learning are
they tend to maintain their attitude and self-respect, care for the environment, respect with
other people around them, gratitude, and modesty.
Conclusion : Early clinical exposure is one of the effective strategy to teach and develop
professionalism for medical student
Keyword : professionalism, student, perception, clinical, exposure
FAKULTAS KEDOKTERAN

ABSTRAK TIM IV
Student Perception of Learning Video for Increasing Understanding Pharmacology in
Medical Faculty of Universitas Islam Indonesia
Yaoma, SA*, Sasongko, R*, Cahyaningrum, YD**

*Student of Medical Faculty
**Medical Education Unit of Medical Faculty Universitas Islam Indonesia
-
-
Background
Students need learning style that suits them so the learning objectives can be
achieved effectively. There are three different types of learning styles: visual, auditory, and
kinesthetic. Fun learning processes such as learning through video can be accepted for the
visual and auditory learners. Learning Theories are the way how information is received,
processed, and remembered in conceptual framework. Constructive theory, which explains
process to develop new concept or ideas, are shown in learning video.
Researchers want to know the perception of learning video towards
increasing understanding Pharmacology, especially for students of the Faculty of
Medicine UII.
Method
This research is followed by 58 students, class of 2014 (second year). The method is
observational analytic with cross-sectional approach. Students were asked to complete
questioners about students perception to Pharmacology learning video.
Results
Twenty eight students (48.27%) assumed Pharmacology as a difficult subject. The
solution for learning video as practice media, was agreed by (32 respondents) 55.17%.
Moreover, (34 students) 58.62% agreed that learning video usage is decent to retain
memory, because (25 students) 43.10% who agreed on learning video effectively could
decide what drugs that will be used, (24 respondents) 41.38% showed that it could direct
them to be self-learner, and (27 students) 46.55% found that video is a fun media. That is
why (23 students) 39.66% watched video before exam.
Conclusion
Learning video increases understanding in Pharmacology because its
encouragement to retain memory and enacts student to be self-direct learner. We hope that
learning video can be applied in other subject.
Keyword: student perception, learning video, pharmacology, understanding

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Lampiran III
Hasil penelitian Tim I
Background
Medical education is an education related to the practice of being a medical

practicioner such as medical bachelor, doctor, medical specialist and consultant. They educate
to have high proffesionalism and ethics judgment. Those competition are needed for health
provider. There are three levels of health provider such as the primary level, the secondary
level and the tertiary level.
The medical education has a strategic function for producing high quality doctor. So
they will give good service for the society and hopefully they are educated from high quality
medical faculties too.
Recent decades, almost all medical faculties in Indonesia follow SPICES for the
learning system. SPICES are Student centered, Problem-based, Integrated, Community-
based, Elective/Early clinical exposure and Systematic.
The education system is called as KBK (Kurikulum Berbasis Kompetensi). With this
curriculum, so the learning system will be more integrated.
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Result:
Peer of tutorial can increase the tutorial score.
Treated Group
BLOK 1.2 BLOK 1.3
78.57 76.64 76.43

75.14
72 71.43 72.36
65 65 65 66.29
63.86 62.67 63.33
59.67 59 59.33 61 59.33
56
A1 A2 A3 A4 A5 A6 A7 A8 A9 A1 0
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Control Group
Blok 1.2 Blok 1.3
63.67
61.67 61.3360.86
60.07
59.36
58.33 58.3358.57
56.5
B1 B2 B3 B4 B5
Discussion
Medical education systems in Indonesia adopt the PBL (Problem Based Learning)
with the student centered character. Hopefully, the medical students will study more dilligent
for reaching their goals. Compare with the conventional system, the PBL system is better.
Because the conventional system just trading on from the lecturer. The lecturer as the center.
FAKULTAS KEDOKTERAN

Since 1960 PBL has used in the most medical faculties all around the world. There are
so many reasons, such as the PBL system is centered for students life long learner. The
structure of PBL is good, integrated, society based, and the early clinical approachment.
Another function of PBL is as the instructional strategy for active learning. The
strategy can be used as the development framework of program or curriculum.
The characteristics of pbl are stuent focused, discussion in a small group, lecturer as a
tutor and facilitator, probles is the best trigger and developing the ide of solving problem.
Beberapa konsep yang perlu dipahami dari penerapan PBL berupa tutorial, self-directed
learning, dan pleno7. The concepts are tutorial, self directed learning and plenary.
Pbl is used in the roll system. The trigger material is scenario or case, it can be
discussed in 3 times meeting in a week. The members of tutorial group are seven until ten
people., and among them there is an instructor.
Tutors function as the learning facilitator and knowledge transmission. The medical
students should communication actively, listening each other, participate actively and
teamwork.
The method is pbl . the tutor function is as the bridge if the medical students have
some different idea from what they have read before at home or at library.
From the peer of tutorial, we hope that the medical students comprehension will
increase and enjoy learning somethin new.
The second sgrade students, wil, have new experiences for teaching and facilitating
the freshmen. If both of them enjoy the activity, they will be happy and the materials will
learned effectively.
Referencee
1. Konsil Kedokteran Indonesia, 2006, Standar Pendidikan Profesi Dokter, Jakarta
2. Loedin, A. A., 2005, Sejarah Kedokteran di Bumi Indonesia, Jakarta: PT. Pustaka
Utama Grafiti
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3. Rahman, Khalilul, 2011, Kurikulum Pendidikan Kedokteran, Bali: Fakultas
Kedokteran Universitas Udayana.
4. Cairo, III, L., & Craig, J. (2005). Cross-age tutoring phase II-an experiment.
Appalachia Educational Laboratory (AEL). 1-12 from Academic Search Premier
database.
5. Tams, F.H., Rahayu, G.R., Hadianto, T. (2006). Kongruensi Faculty Learning

Objectives (FLO) dengan Students Learning Objectives (SLO) dalam
Kurikulum Problem-based Learning di Fakultas Kedokteran Universitas Gadjah
Mada. Jurnal Pendidikan Kedokteran dan Profesi Kesehatan Indonesia Vol. 1, No. 3:
77-81.
6. Prihatanto, F. S. I. (2008). Hubungan antara Latar Belakang Dosen dan Persepsi

Mahasiswa tentang Peran Dosen Sebagai Tutor. Jurnal Pendidikan Kedokteran dan
Profesi Kesehatan Indonesia Vol. 3, No. 3: 109-114.
7. Rukmini, Elisabeth. (2006). Evaluation of Pilot PBL Implementation at The Faculty

of Medicine Atma Jaya Catholic University. Jurnal Pendidikan Kedokteran dan
Profesi Kesehatan Indonesia Vol. 1, No. 3: 69-76
Hasil Penelitian Tim II

CHAPTER I
1.1 Background
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Learning system in medical school is currently using the system of KBK with PBL
(Problem-based Learning) approach. KBK system is very different with other system
(non-KBK) in which more student-centered learning. It is considered more effective in
teaching model of medical students, but it is less effective in the allocation of
instructional time. Legiran (2009) said at the time of implementation of a non-KBK
curriculum given to students much more than the current KBK system. The allocation of
time to study during non-KBK about 4800 minutes with 16 times the number of meetings
given 3 semesters with a time of 100 minutes each meeting. In KBK system, number of
meetings were given a total of 18 meetings with 100 minutes each meeting. So, the total
time that takes about 1800 minutes. Not only hours of lecture, practicum given to the
KBK system but also much more than a system with KBK. Hours of practicum in non-
KBK system is 150 minutes for 16 meetings multiplied by two semesters while the KBK
allocation system of time provided only 150 minutes for 14 meetings.
In a system like this, many colleges feel lack of time in the delivery of course material
and practice in various knowledge of science, one of which is anatomy. Anatomy is one
of the basic sciences in medical science should have been allocated sufficient time to give
lectures and laboratory work in medical students. Legiran (2009) explained in KBK
system, allocation of time for anatomy is only about 37,5 percent while only 43,75
percent of practicum time ccompared to non-KBK system. Prakoso stated the reduction of
time in anatomy learning in the curriculum is thought to cause a lack of knowledge of the
anatomy for the new generation of surgeons. It is based on a report that between 1995-
2000 increase in lawsuits related to the anatomical errors aimed to Medical Defence
Union in United Kingdom. In USA also expressed by Cahlil et al. (2000) that 80000
preventable deaths every year at least in part can be classified as non-anatomical
competention.
Medical Faculty of Indonesian Islamic University which called FK UII is one of
privat medical faculty in Indonesia. Laboratory system at FK UII has a similar system
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with another medical faculty. Formative is the value of anatomy only used as a
prerequisite condition for the exam block and exit block values. Therefore, with the case
and the problems above coupled with the assessment system anatomy in FK UII using
formative system. The writer wanted to know The perception of medical students on the
learning system of anatomy practicum in faculty of medicine Islamic University of
Indonesia.
1.2 Formulation of problem

How about perceptions of medical students in anatomy learning FK UII?
1.3 Destinationn
To know perceptions of medical students batch 2015 Islamic University of Indonesia
1.4 Benefit
Know the advantages and disadvantages of the existing system anatomy in FK UII
CHAPTER II
LITERATURE REVIEW
2.1 Education System in Faculty of Medicine
The education system in faculty of medicine in Indonesia has evolved over the
years. Previously, the medical faculty of education systems using conventional systems
that rely lecturer in lectures that make medical students become passive. Currently
education system in medical faculty in Indonesia uses a system of Competency Based
Curriculum (CBC) approach to PBL (Problem Based Learning) which requires students
to be more active. PBL system has been instructed by the director general of Higher
Education began the academic year 2007/2008 which has been implementing the KBK
system with PBL approach. (Hadiwidjaja, 2011).
PBL uses four basic criteria, there are collaborative, contextual, constructive
and independent. In collaborative learners student is able to exchange information with
FAKULTAS KEDOKTERAN

other students about their knowledge, contextual learning is a process that they must
know the environmental situation and conditions and where the use of its knowledge.
Independent learning is the learners who have the desire within themselves to get more
knowledge, whereas constructive learning that students can construct their own
knowledge through understanding. In terms of constructive learning is still lacking in
terms of building good science on tutorials, lectures and practices. In the education
system that using the PBL, students are required to be independent learners so that the
lecturer is not a source of knowledge, but as a student assistant when having difficulties
in learning. Basic sciences such as anatomy more emphasis on practicum, unlike the
conventional models that are still included in the joint college lecturer.
2.2 Learning Systems Practical Anatomy
Anatomy learning system from year to year was also changing. It may be too
many anatomical material and detail as well as the subject observed is not relevant to
clinical education, the consequence is a reduction in instructional anatomy. As well as the
additions of other subjects in the medical curriculum also affects the time for learning
anatomy, the time is reduced since the 1960's and 1970's (Prakosa, 2006).
As we know that the science of anatomy is important in medicine. At the stage of
clinical education students are taught the material on the anatomy of the whole of human
body which will be used at the time was to become a doctor later. For example, for
auscultation, percussion, laparoscopy, read the CT scan, radiology, MRI, as well as in
surgical sciences and forensics. Here is the anatomy of a very large role in diagnosing
and providing treatment.
Learning anatomy at the medical faculty are within practicum, lectures and SDL
(self directed learning). In the lab, the media used are also very varied, for example with
the original preparation (cadaver) and mock preparations. In addition, students also
explained the anatomy of matter with the media video or book / image accompanied with
a laboratory assistant. Practicum is an activity where students can practice directly on the
FAKULTAS KEDOKTERAN

knowledge they gained and can gain experience and skills in doing lab activities.
Learning anatomy that is widely used is to use the PAL system (Peer-assisted learning).
Learning anatomy using this method focuses on learning peers, the assistants and the
students themselves. Based on the theory obtained by the fact that when participants had
cognitive alignment (cognitive congruence) as students and laboratory assistants have the
experience and knowledge the same basis, thus simplifying the exchange of information
that occurs during the practicum takes place (Scott & Jelsma, 2014).
2.2.1 Implementation of the lab using PAL
The method used in the study of anatomy there are two kinds of methods
of integrated and non-integrated. In anatomy education with integrative methods,
students are taught the science of anatomy in conjunction with other sciences
(horizontal integration) and clinical science knowledge (vertical integration) so that
relationships with other science clearly visible. In addition to science is taught in
an integrative method implemented for students studying medicine, namely from
the beginning to the end of medical education. Integrative method, there are
institutions that are already using the system PBL. While the non-integrative
method usually applied to institutions that still use conventional learning system.
Anatomical material provided to students is generally granted in the first year and
second year when students are in pre clinical, after that the anatomy is not taught
anymore (Prakosa, 2006).
CHAPTER III
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RESEARCH METHODOLOGY
3.1 Design of Research
The study was performed using research design in the form of observation analytic
approach cross sectional. Data in this study were taken through a questionnaire will be
analyzed with percentage of each category.
3.2 Place and time of the study
The study has been conducted at Medical Faculty of Indonesian Islamic University which
began in November 2015 until the end of January 2016. The following is the complete
schedule of research in units of week.
Bulan
No Activity November December January
1 2 3 4 1 2 3 4 1 2 3 4
1. Analyzing the problem
2. Creating the background
3. Consulting the background to MEU
4. Search for reference and jurnal related
5. Creating a questionnaire
6. Consulting the questionnaire to MEU
7. Reviewing the questionnaire to MEU
8. Consulting the questionnaire to MEU
(II)
9. Collecting data
10. Processing data and forming paper
11. Analyzing Result and the conclusion
3.3 Population and sample

The study was conducted on 185 students of Medical Faculty of Indonesian Islamic
University forced aged 18-20 years in 2015. However, after being given a questionnaire,
only 134 students who filled out the questionnaire in full and accordance with the
instructions provided. Therefore, the sample in this study were 134 students of Indonesian
Islamic University force 2015.
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3.4 Research Procedure
analysing the analysing the

processing data data
problem
forming the collecting the writing the

problem data result
search the conclusion and

Creating a
reference and questionnaire
recommendati
jurnal on
3.5 Instument of Data Conection

Instruments which used in this study a questionnaire to determine students perception
about anatomy in medical faculty of Indonesian Islamic University, and the last is an open
question about highlights of anatomy and things that need to be improved anatomical
system in FK UII. Ratings given to the statements in the questionnaire using a scale of 1-
5 (1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree).
CHAPTER IV
DISCUSSION
4.1 Student Perception On The Impact Of Learning Anatomy
Student perception on the impact of learning anatomy obtained from the
questionnaire is mostly students agreed with the statement in the questionnaire that the
learning system in their anatomy make them the spirit of learning before the lab
FAKULTAS KEDOKTERAN

performed a total of 67 people (50%), before the response of their anatomy has always
studied earnestly -sungguh as many as 79 people (59%), tentamen anatomy makes them
always learning lab materials previously given as many as 103 people (77%), prior to
their anatomy their curiosity high by 71 people (53%), their curiosity grew after the lab
anatomy performed a total of 98 people (74%) and they are satisfied if the value of the
response and tentamen has met KKM (minimum completeness criteria) as many as 89
people (67%).
Most students disagreed with the statement that the matter anatomy too easy to
understand as many as 84 people (63%). For more details can be seen in the table below:
N TS N S
Statement
o n % n % n %
Learning system in their anatomy
4 3
1 make my enthusiasm for learning 18 13 67 50
9 7
before the lab work done
Before the response I always learn 4 3
2 13 10 79 59
anatomy in earnest 2 1
Tentamen anatomy makes me always 2 1 10
3 7 5 77
learning lab material previously given 4 8 3
I feel anatomy practical matter too 3 2
4 84 63 13 10
easy to understand 7 8
My curiosity high before anatomy 4 3
5 14 10 71 53
practicum will be do 9 7
My curiosity grew after anatomy 2 2
6 7 5 98 74
practicum done 9 2
I have been satisfied if the value of 2 1
7 the response and tentamen has met 23 17 89 67
KKM (Criterion Complete Minimal) 2 6
4.2 Student Perception About The Contribution Value Of The Response And Tentamen
Anatomy
Student perception about the contribution value of the response and tentamen
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obtained from the questionnaire are the majority of students disagreed with the statement
in the questionnaire that if the value of the response and tentamen contribute to the final
value of the block as many as 95 people (69%), motivation to learn their anatomy will
increase if the value of the response and tentamen contribute to the final value of the
block as many as 69 people (51%), the final value of their block would be better if the
value of the response and tentamen anatomy contribute to the final value of the block as
many as 91 people (68%) and their hard work in learning lab anatami paid if the value of
the response and tentamen anatomy contribute to the final value of the block as many as
78 people (58%).
Most students expressed neutral with the statement that in the clinic, the young
doctor will decline competence in the field of anatomy if the value of the response and
tentamen anatomy does not contribute to the final value of the block as many as 56
people (41%). More details can be seen in the table below:
N TS N S
Statement
o n % n % n %
I agree if the value of the response
1 1
1 and tentamen anatomy contribute to 95 69 23 17
6 2
the value end of the block.
Motivation to learn anatomy I would
increase if the value of the response 2 2
2 69 51 36 26
and tentamen contribute to the final 9 2
value of the block.
The final value of the block I would
be better off if the value of the 2 2
3 response and tentamen anatomy 91 68 16 14
contribute to the final value of the 7 0
block
4 My hard work in learning the 78 58 2 1 30 23
anatomy paid if the value of the
6 9
response and tentamen anatomy
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contribute to the value end of the
block.
During the clinic, the young doctor
will decline competence in the field
of anatomy if the value of the 5 4
5 56 41 25 19
response and tentamen anatomy does 3 0
not contribute to the final value of the
block
4.3 Student Perception On General Questions About The Anatomy

Student perception on general questions about the anatomy obtained from the
questionnaire is mostly students agreed with the statement in the questionnaire that they
liked the field of anatomy as one of the basic science of medicine as many as 67 people
(50%). More details can be seen in the table below:
N TS N S
Statement
o n % n % n %
I love the science of anatomy as one 1 10
1 5 4 26 77
of the basic science of medicine 9 3
Discussion
Based on the results in Table 1 above it can be seen that the impact of learning
anatomy at the medical faculty of Islamic University of Indonesia student class of 2015
makes learning spirit before lab, tentamen and response do. Their curiosity increased before
the lab work done and intensified after anatomy do. this may be because they learn the body
parts of themselves that had not previously been known. They were able to study it until gets
into the body through cadaver that has been provided in the anatomy lab. As well, they can
know the majesty of God's creation and be grateful for all the blessings that God has given.
However, most students feel that their anatomy is not easy to learn. This is probably because
a lot of the names of parts of organs that must be memorized. So it takes a long time and a
good memory to learn anatomy.
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Based on the results in Table 2 above it can be observed that most students FK UII
2015 strongly disagree if the value of the response and tentamen anatomy contribute to the
value end of the block. According to them, the hard work in learning anatomy should not be
paid by inserting responsiveness and tentamen into the value end of the block. This may be
due to their anatomy learning at the time deemed less effective. This can be caused because
the laboratory is hot (approximately AC), the shortage of lab assistants and lecturers, as well
as the lack of competence of a laboratory assistant while giving an explanation when the
practicum takes place. It is considered very ineffective, given the number of laboratory
assistant slightly with the number of students is too much, causing the student is not active, it
is difficult to hear, and it is difficult to understand the material provided by the laboratory
assistant.
They also say that the motivation to learn anatomy and the final value of their block
would not be better if the value of the response and tentamen anatomy contribute to the value
end of the block. The lack of the number of wet and dry preparation, a lack of competence of
a laboratory assistant and a laboratory assistant inadequate is the main reason why they stated
strongly disagree.
Based on the results in Table 3 above it can be observed that most students FK UII in
2015 agreed that the field of anatomy is one of the basic science in medicine to their liking.
This is probably because the anatomy is one area that is really directly related to the human
body. Students can learn more details about her own body, the organs in it and the function of
each of these organs. as well as during the clinic (young doctors) nor have plunged into the
community later, a doctor still in need of anatomy because the anatomy is one of science's
most associated with the parts of the human body. So if there are cases in the patient,
physician competence is not in doubt if he mastered one science that is important is the
anatomy.
CHAPTER V
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CONCLUSIONS AND RECOMMENDATIONS
5.1 Conclusion
The perception of medical student UII batch 2015 on the impact of learning anatomy
is tentamen anatomy makes them always learning lab materials previously given as many as
103 people (77%). But 67% of the students felt that the anatomy of the matter is material that
is not easy to learn. 2015 FK UII student opinion about the response and tentamen value
contribution is 95 people (69%) of students strongly disagree if the value of the response and
tentamen contribute to the value end of the block. As well as those (41%) of the students
stated neutral about the competence of young doctors clinic future will be decreased if the
value of the response and tentamen not contribute to the final value of the block. As well as
103 students (77%) stated disciplines like anatomy as one of the basic sciences in medical
science.
5.2 Recommendations
Expected to conduct further research on the perception of medical students in the lab
system in the faculty of medicine, especially anatomy throughout Indonesia. So later obtained
a valid data from the faculties of medicine in Indonesia related to the perception of students
about anatomy lab system that can then be used as an evaluation of each institution
REFERENCES
Endriani, R., & Nazriati, E. (2009). Pendapat mahasiswa terhadap implementasi kurikulum
berbasis kompetensi (KBK) dengan problem based learning (PBL) di Fakultas
Kedokteran Universitas Riau Pekan Baru. Jik, 3(1), 10.
Prakosa, D. (2006). Menggagas pembelajaran anatomi pada kurikulum berbasis kompetensi

untuk pendidikan kedokteran dasar *. Jurnal Anatomi Indonesia, 1, 4752.
Hasil Penelitian Tim III

FAKULTAS KEDOKTERAN

Students' Perspective on Professional Learning and Development Through Early
Clinical Exposure in Medicine Faculty, Islamic University of Indonesia.
(Mohamad Rahman Suhendri, Diani Puspa Wijaya, Faculty of Medicine, Islamic University
of Indonesia)
Background : Professionalism is a core competency in the medical profession and has

become a critical issue in medical education. Therefore, undergraduate programs all over the
world invest greatly in teaching and assessing medical professionalism in their curricula.
Numerous studies investigate how this competency is taught and learned. Professionalism
learning for second year student of Islamic University of Indonesia is delivered through early
clinical exposure. Students were assigned to visit puskesmas (center for primary community
health care) and to find patients to seek and analyse infectious disease cases regarding
etiology, pathophysiology and risk factors. The purpose of this study is to gain insight into
how early clinical exposure contribute medical professionalism learning and development in
second year medical students of Islamic University of Indonesia.
Method & Design : To determine students perception related to medical professionalism
learning and development which was performed indepth interview pertaining to what they
learned and the impact of their experience through early clinical exposure in daily life. Major
themes were identified.
Result : After conducting interview with 10 medical students, the major aspects of
professionalism that they learn are communication, commitment to excellent, compassion,
respect, and sensitivity to diversity. In addition, the impact on daily life after their learning
are they tend to maintain their attitude and self-respect, care for the environment, respect with
Conclusion : Early clinical exposure is one of the effective strategy to teach and develop
professionalism for medical student.
Keyword : professionalism, student, perception, clinical, exposure.
Introduction
A doctor is not only required to have knowledge and great skill, but also a doctor has to be
able to develop relationship with his patient to increase the quality of care to the patients.
This modal has summarized in the form of Professionalism. However, professionalism is an
abstract concept. The definitions that used by medical societies typically list attributes and
behaviors associated with professionalism.1
There are a lot of council which propose professionalism attribut. However, when
FAKULTAS KEDOKTERAN

refers to a study conducted by the Mayo clinic that the patient wants his/her physician to be
confident, empathetic, humane (kind and compassionate), respectful and to treat the patient as
a human being not as a disease.2 That description is in line with the attribute of
professionalism which proposed bythe Accreditation Council for Graduate Medical
Education. The ACGMEs definition of professionalism includes a list of attributes and
behaviors such as accountability, altruism, commitment to excellence, compassion,
integrity, respect, responsiveness, sensitivity to diversity, and sound ethics. 3 Transformation
of medical students to become medical professionals is a core competency required for
physicians in this century.4 Means that professionalism should be an essential component of
the formal medical curriculum at the undergraduate and post graduate study to create
professional physician.On the other hand, teaching and developing professionalism is still a
challenge.. Therefore, undergraduate programs all over the world invest greatly in teaching
and assessing medical professionalism in their curricula.5 Numerous studies investigate how
this competency is taught and learned.
Early clinical exposure or we could say early clinical experience is one of study
model which integrates knowledge of the basic sciences, clinical sciences and social
functions especially doctor-patient interaction.6 Professionalism learning for second year
student of Islamic University of Indonesia is delivered through early clinical exposure.
Students were assigned to visit puskesmas (center for primary community health care) and to
find patients to seek and analyze infectious disease cases regarding etiology, pathophysiology
and risk factors. With this view, the students can learn and integrate the basic knowledge,
clinical science, dan social interaction between doctor and patient. And hopefully by this
model, we could create a professional doctor.
Method
To determine students perception related to professional learning and development which
was conducting an interview with 10 second year medical student of Islamic University of
Indonesia pertaining to what they learned and the impact of their experience through early
clinical exposure in daily life. The major questions are
No Q u e s t i o n
1 . What do you know about early clinical exposure activity?
2 . What do you learn during the program?
3 . How you learn during the program?
4 . Does ECE make us a professional doctor?
5 . What kind of professionalism do you mean?
6 . What is your realization from professionalism that you learn in ECE in your life?
7 . In your opinion, what factors that influence a disease become exist?
The interview done until the data is saturated and analyzed by identifying major themes.
FAKULTAS KEDOKTERAN

Result
From reading students reflections about their experiences with early clinical exposure, 5
major themes were identified. the major aspects of professionalism that they perceive until
doing early clinical exposure are communication, commitment to excellent, compassion,
respect, and sensitivity to diversity. In addition the impact on daily life after their learning are
they tend to maintain their attitude and self-respect, care for the environment, respect with
Many reflections is described in wonderful word, below are selected quote from interview
that related with major themes.
Communication.
Students said that communication is very important in building trust with patients. Student
says :
the interesting part is when there is patient with the injury that should be take an operation,
at first they were afraid and crying, but because of the kindness of doctor, finally they agree
to take an operation.
Students found that professional doctor must have good communication skills, because good
communication will build strong relationship between physician-patient, can affect a patient's
decision and later the patient will put trust on to the physician. If this relation had build, if a
good relationship has been built, health care delivery will do more optimal.
Commitment to excellent
In puskesmas student were assigned to seek infectious disease case. So he should get into the
room, where the doctor works to seek for the cases. In that room, student indirectly observe
the performance of doctors when he/she communicate with the patient.
Students tell that, although they just observe, they already get tired. Then how about the
doctors who have to talk to educate them, think to solve the patients problem, and always be
nice even when they are getting tired.
Doctors must be professinal with their job, imagine us that just observe, we already get tired,
how about the doctors who handle the patients and involve in medical treatment, and it
happens every day.
In this case the students are aware of the responsibility of a physician that a professional
doctor is a doctor who still provide optimal service to patients even though he felt tired
Compassion and Respect
During the process in puskesmas, student meet with people who had difficult and different
lives from their own, student said :
My God, tomorrow the patients are the people who really had difficulties. Yesterday, I saw
children were suffering while crying. From that case I get more emphaty and care. Then when
I visit their house, it is not proper. And from that I realize that there are lot of people who
below as, and we have to more thank about what we already have.
Student also said that after her experience, she become respect to the people around her and
she always try to become friendly with them. For example, when she meet with security
FAKULTAS KEDOKTERAN

guards, lecturer, or cleaning service around the faculty, she always try to greet and smile to
them. She said that the professional doctor is a doctor who is sensitive and feel what the
patient feel, so there is concern to help them optimally.
Sensitivity to diversity
Many things must be considered in determining health care to patients, because each patient
has a different background.
I understood that whatever the gender, the age, the economic status, we as a doctor, we have
to be professional for serving them, all the patients are the same.
During this process of identity development, students recognized the challenge being a
physician. According to cultural competence criteria, doctors should be able to see the patient
not only of the disease but also ethnicity, gender, sexual orientation, ability/disability status,
spirituality, age, education, socio-economic status, language/communication modality,
individual experiential background, lifestyle (interests, hobbies, activities, affiliations), and
Family dynamics.7
She said, professional doctors are physicians who provide the same service and does not
discriminate against patients on the background.
Self-respect and attitude maintain

Direct learning experiences in community health centers is a new experience for the student.
Normally, student come to the puskesmas as a patient, but this time as a learner by using
medical coat. It makes the patient's eyes fixed on him, therefore he became more cautious in
their attitude, student says :
Usally we come to puskesmas as a patient, but this time as a observer. We weare jacket
doctor, and because of that, many people are looking at us, and from that I learn how to
behave to the people.
Students said that their experience make them more pay attention with their attitude when
they meet with other people.
Care for environment
During home visit, students were assigned to analyze the condition of the environment, the
patient's home (e.g lighting, sanitation), socio-economic conditions, andthe level of
spirituality. They said that experience in home visit make them more concerned with the
environment. Student said that :
I am in village, and many people around my house, the neihbourhood who burn rubbish
around their houses. I try to inform or remind them that it is better to do in the right time.
In Indonesia, there are still many people who eliminate waste by burning it. The smoke of
burning very disturbingbreathing, the student said that she became more sensitive to the
problem, and he try to remind neighbors who did it.
Empathy and modesty
After following the early clinical exposure, she encounters a social experience where she
meets with many people who need help, from there he began to realize that many people who
FAKULTAS KEDOKTERAN

need help, especially health care. The experience began to give lessons to her that she had to
give advantage to other people, and lowered her ego. At this stage, students begin to realize
that a doctor should have the attitude that means unselfishaltruism and concern for the
welfare of others.
Discussion
Actually, early clinical exposure for second year medical student in Islamic University of
Indonesia applied to find out more about the cases of the infection and symptoms directly
from the patient as a support text box and lectures in class.
In this study we explore the hidden advantage that student get or learn from early clinical
exposure about students perspective regarding professionalism during early clinical exposure
and their experience impact on their daily life.
Their perception of the professionalism after conducting early clinical exposure in line with
the attributes of professionalism proposed by the Accreditation Council for Graduate
Medical Education (ACGME). There are accountability, altruism, commitment to
excellence, compassion, integrity, respect, responsiveness, sensitivity to diversity, and sound
ethics.
students definition on describing professionalism was heavily focused on compassion,
communication, commitment to excellence and understanding what patient feel and need.
This perception they get from observations of the doctor-patient relationship and their
experience communicate with patient and visit the patient's house.
The second year students have been selected as a object for this study because in this year, it
is the beginning of early patient contact. On the other hand, met with many patients directly
with diverse complaints can make students gain new knowledge about the type of disease that
often affects people with symptoms and complaints that often appear or occur in such
diseases.
Conclusion
This study highlight to explore the hidden advantage of early clinical exposure regarding
professionalim have discovered that observing the interaction doctor-patient, patients house
visit, and direct communication with patients can educate medical student to be professional
in their early year of education.
Reference
1. Mueller PS. Special Issue on the Rambam Mayo Collaboration Teaching and Assessing
Professionalism in Medical Learners and Practicing Physicians. 2015; 6(2):113.
2. Bendapudi NM, Berry LL, Frey KA, Parish JT, Rayburn WL. Patients perspectives on
ideal physician behaviors. Mayo Clin Proc 2006;81:33844.
3. ACGME Outcome Project. General competencies. Chicago, IL: Accreditation Council
for Graduate Medical Education; 2007. Available at: http://tinyurl.com/q4524cy. Accessed
February 2, 2015.
4. Byszewski A, Hendelman W, Mcguinty C, Moineau G. Wanted: role models - medical
students perceptions of professionalism. 2012; pp. 1-9
FAKULTAS KEDOKTERAN

5. Al-abdulrazzaq D, Al-fadhli A, Arshad A. Advanced medical students experiences and
views on professionalism at Kuwait University. 2014;14(1):17.
6. Dandekar KN. The impact of Early Clinical Exposure on First M . B . B . S . Students.
2014;(July):17681.
7. Department of Health and Human Services Health Resources and Services Administration
Bureau of Health Professions Division of Medicine and Dentistry. Cultural Competency in
Medical Education.2006
Hasil Penelitian Tim IV

CHAPTER I
BACKGROUND
1.1. Background
In carrying out learning activities students need learning style that suits them
so the learning objectives can be achieved effectively. Learning style is the way which
is owned by an individual to absorb, manage, and process information. There are three
different types of learning styles are visual, auditory, and kinesthetic (Gilakjani 2011).
Fun learning process will determine the effectiveness of the learning. Fun
learning process can be done by doing variations of the use of learning methods. For
example a video lectures that can be accepted for the visual and auditory learner.
Learning Theories are the way how information is received, processed, and
remembered in conceptual framework (Ormrod, 2012). There are three main
categories of learning theories: Behaviorism theory, Cognitive theory, and
Constructive theory. Learning video include in constructive theory. This theory
explains that learning is a process to develop new concept or ideas. Learners also be
able to decide the appropriate way of thinking. (Haryanto, 2010).
FAKULTAS KEDOKTERAN

Based on the above explanation the researchers want to know the perception
of learning video towards increasing understanding Pharmacology, especially students
of the Faculty of Medicine UII .
1.2. Formulation of problem
The formulation of problem in this research is:
1. What is student perception of learning video for increasing understanding

pharmacology in medical faculty of Universitas Islam Indonesia?
1.3. Objective
The research is conducted to:
1. Recognize perception of student to learning video

2. Recognize the impact of leaning video to their score
1.4. Benefits
The benefits of research are:
1. Provide solutions to the department of pharmacology so that the learning goals

could be achieved better
2. Give the interesting learning method to the department of pharmacology
3. Understand student perception of learning video especially in phramacology.
CHAPTER II
LITERATURE REVIEW
2.1 Learning Style

FAKULTAS KEDOKTERAN

Learning processes vary from person to person due to the presence of biological and
psychological differences. Depends on someones perrspective, learning styles can be
defined in many different ways. (Gilakjani, 2012). Brown (2000) defines learning styles
as the manner of each individuals to receive information in learning situations. According
to MacKeracher (2004) learning styles is tha characteristic cognitive, affective, social,
and physiological behaviours that serve as relatively stable indicators of how learners
perceive, interact with, and respond to the learning environment.
There are three main learning styles; visual, auditory, and kinaesthetic. The definitions
of these learning styles are as follows: (Gilakjani 2011)
1. Visual
Visual learners think in pictures and learn best in visual images. They depend on the
instructors or facilitators non-verbal cues such as body language to help with
understanding. Sometimes, visual learners favour sitting in the front of the classroom.
They also take descriptive notes over the material being presented (Ldpride,n.d. 2009)
2. Auditory
These individuals discover information through listening and interpreting information
by the means of pitch, emphasis and speed. These individuals gain knowledge from
reading out loud in the classroom and may not have a full understanding of information
that is written (Ldpride,n.d. 2009).
3. Kinaesthetic learner
Individuals that are kinaesthetic learn best with and active hands-on approach.
These learners favour interaction with the physical world. Most of the time kinaesthetic
learners have a difficult time staying on target and can become unfocused effortlessly
(Ldpride,n.d. 2009)
FAKULTAS KEDOKTERAN

According to Dunn and Dunn (1978), only 20-30% of school age children appear to
be auditory learners, 40% are visual learners, and 30-40% are tactile/kinaesthetic or
visual/tactile learners.
2.2 Learning Theory
Learning Theories are how information is received, processed, and remembered in

conceptual framework (Ormrod, 2012). Based on philosophy, there are three main
categories of learning theories: Behaviorism theory, Cognitive theory, and Constructive
theory (Haryanto, 2010).
Behaviorism theory is theory which explain behavior change based on experience.

This theory was stated by Cage and Berliner. They say that behavior is controlled by
reward and reinforcement from environment. We can find correlation between behavioral
reaction and stimulus (Islamuddin, 2012).
Cognitive theory is development of behaviorism theory. This theory emphasize on

how the information is processed (Haryanto, 2010). This processing include organizing,
memorizing, and find connection between innovation and existing knowledge (Haryanto,
2010).The activity depend on cognition, an action of recognizing and thinking in learning
situation. Students get involve and obtain insight in solving problem. Here they act as an
active learner (Dalyono, 2010).
Constructivism is the third theory, Jane Piaget defines this theory as generate
knowledge from an interaction between experiences and ideas (Eddy, 2014). The theory
explains how the way of doing and thinking under which situation are more likely to
apply or not. Learning is a process which students develop concepts or ideas (Haryanto,
2010). Constructive theory has big impact in education than the other.
FAKULTAS KEDOKTERAN

CHAPTER III
RESEARCH METHODOLOGY
3.1 Method
This research is followed by 58 students, class of 2014 (second year). The method is
observational analytic with cross-sectional approach. Students were asked to complete
questioners about students perception to Pharmacology learning video.
3.2 Place and time of the study
Bulan
No Activity November December January February
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1. Determine the topic
2. Analyze the problem
3. Formulate the problem
4. Create the background
5. Consult the topic, background,
and problem to MEU
6. Search for reference and
journal related
7. Create a questionnaire
8. Consult the questionnaire to
MEU
9. Collect data
10. Process data
11. Analyze Result
FAKULTAS KEDOKTERAN

12. Consult result and discussion
13. Revise result and discussion
14. Compose the abstract
15. Consult the abstract
16. Revise the abstract
3.3 Population and sample (Mada)
The study was conducted on students of Medical Faculty of Indonesian Islamic

University. The sample in this study were 58 students of Indonesian Islamic University
class of 2014.
3.4 Research Procedure

FAKULTAS KEDOKTERAN
Write the result
Compose conclusion and recommendation Analyze the data
3.5 Instument of Data Conection
Instruments which are used in this research are a questionnaire to determine students
perception of learning video for increasing understanding pharmacology in Medical
Faculty of Universitas Islam Indonesia, and a learning video about anti hypertension.
Questionnaire consists of 14 statements which have scale from very disagree, disagree,
neutral, agree, and very agree. Correspondents should watch video during 2 hours and
then give rating to the statement in questionnaire
CHAPTER IV
DISCUSSION
4.1 Student Perception about Pharmacology and Their Solution toward the Problem
FAKULTAS KEDOKTERAN

No. Statement SS S N TS STS
n % n % n % n % n %
1 For me pharmacology 7 12.0 28 48.2 18 31.0 4 6.89 1 1.72

is a difficult subject 6 7 3
2 Pharmacology learning 6 10.3 32 55.1 19 32.7 1 1.72 0 0

video is practical 4 7 5
learning media
3 Learning media such 13 22.4 35 60.3 9 15.5 1 1.72 0 0

as video is able to be 1 4 1
applied in another
subject
4.2 Student Perception of Learning Video in Raising Their Memory Retention
No. Statement SS S N TS STS
n % n % n % n % n %

video raises my memory 1 2 1
about pharmacology

video makes me able to 9 0 5
decide the right drug
when I become a doctor
4.3 The Reason Why Learning Video Should be Applied

FAKULTAS KEDOKTERAN

No Statement SS S N TS STS
.
n % n % n % n % n %
1 I can be more focused 5 8.62 18 31.0 21 36.2 14 24.1 0 0

when watching this video 3 0 3
than in the class
2 Intonation in 5 8.62 29 50 20 34.4 4 6.89 0 0

pharmacology class is 8
interesting.
3 Pharmacologys slide 4 68.9 24 41.3 25 43.1 4 6.89 1 17.2

interesting 7 0
4.4 Discussion
Students assume that pharmacology is a difficult subject. Thats seen from 48, 27%
students agree with Pharmacology is a difficult subject for me. One of the solution is
learning video which is practice, agreed with 55, 17% students. Not only practice but also
learning video of pharmacology lecture is good to be learning media because the intonation
of explanation is interesting, stated by 50% students agree. Pharmacologys slide is also
interesting corresponding to 43,10% student are neutral.
Learning video can encourage students to be self-learner is agreed by 41,38%

correspondents. Its also needed by 44,83% students which will watch this video after
lecture. The necessary of watching learning video will increase before examination shown
by 39,66% students state neutral. Half of respondents state that they will watch this video
more than once as their needed. This media is exciting toward 46,55 % students are
neutral.
Pharmacology learning video can increase retain memory of pharmacology. Thats agreed
by 58,62% students. Increasing retain memory also can be shown with 43,10 % students agree
with Video of Pharmacology lecture makes me can decide appropriate medicine when I am
become doctor.
FAKULTAS KEDOKTERAN

According to Dunn and Dunn (1978), only 20-30% of school age children appear
to be auditory learners, 40% are visual learners, and 30-40% are tactile/kinaesthetic or
visual/tactile learners.
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
5.1 Conclusion
Learning video has been proved to increase understanding in Pharmacology
because its encouragement to retain memory. Furthermore learning video has the ability
to make student to be self-direct learner. Researchers hope learning video can be applied
to all subject in medical faculty.
5.2 Recommendations
Learning video increases understanding in Pharmacology because its
encouragement to retain memory and enacts student to be self-direct learner. We hope that
learning video can be applied in other subject.
REFERENCES
Brown, H. D. (2000). Principles of language teaching and learning, (4th ed.). White Plains,
NY: Longman.
Dunn, R., Dunn, K., (1978). Teaching Students through their Individual Learning Styles. A
Practical Approach. Prentice Hall, Reston, VA.
Eddy, Matthew Daniel (2004). "Fallible or Inerrant? A Belated review of the "Constructivist
Bible"". British Journal for the History of Science 37: 938.
doi:10.1017/s0007087403005338.
Gilakjani, A.P. (2012). Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on
English Language Teaching. Journal of Studies in Education, (Vol. 2).
LdPride,n.d. (2009). What are learning styles? Retrieved from

http://www.ldpride.net/learningstyles.MI.htm.
FAKULTAS KEDOKTERAN

MacKeracher, D. (2004). Making sense of adult learning, (2nd ed.). Canada: University of
Toronto Press Incorporated.

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Lampiran I

78.57 76.64 76.43

Conclusion: Tutorials is a part of Problem Based Learning (PBL) system on Medical

THE PERCEPTION OF MEDICAL STUDENTS ON THE LEARNING SYSTEM OF

Keywords: KBK system, anatomy practicum, students' perception

Prakosa, D. (2006). Menggagas pembelajaran anatomi pada kurikulum berbasis kompetensi

ABSTRAK TIM III

Students Perspective on Professional Learning and Development Through Early

Background : Professionalism is a core competency in the medical profession and has

Yaoma, SA*, Sasongko, R*, Cahyaningrum, YD**

Keyword: student perception, learning video, pharmacology, understanding

Hasil penelitian Tim I

Medical education is an education related to the practice of being a medical

78.57 76.64 76.43

5. Tams, F.H., Rahayu, G.R., Hadianto, T. (2006). Kongruensi Faculty Learning

6. Prihatanto, F. S. I. (2008). Hubungan antara Latar Belakang Dosen dan Persepsi

7. Rukmini, Elisabeth. (2006). Evaluation of Pilot PBL Implementation at The Faculty

Hasil Penelitian Tim II

1.2 Formulation of problem

3.3 Population and sample

analysing the analysing the

forming the collecting the writing the

search the conclusion and

3.5 Instument of Data Conection

4.3 Student Perception On General Questions About The Anatomy

Prakosa, D. (2006). Menggagas pembelajaran anatomi pada kurikulum berbasis kompetensi

Hasil Penelitian Tim III

Background : Professionalism is a core competency in the medical profession and has

Self-respect and attitude maintain

Hasil Penelitian Tim IV

1.2. Formulation of problem

The formulation of problem in this research is:

1. What is student perception of learning video for increasing understanding

The research is conducted to:

1. Recognize perception of student to learning video

The benefits of research are:

1. Provide solutions to the department of pharmacology so that the learning goals

2. Give the interesting learning method to the department of pharmacology

3. Understand student perception of learning video especially in phramacology.

2.1 Learning Style

2.2 Learning Theory

Learning Theories are how information is received, processed, and remembered in

Behaviorism theory is theory which explain behavior change based on experience.

Cognitive theory is development of behaviorism theory. This theory emphasize on

3.3 Population and sample (Mada)

The study was conducted on students of Medical Faculty of Indonesian Islamic

3.4 Research Procedure

Write the result

Compose conclusion and recommendation Analyze the data

3.5 Instument of Data Conection

1 For me pharmacology 7 12.0 28 48.2 18 31.0 4 6.89 1 1.72

2 Pharmacology learning 6 10.3 32 55.1 19 32.7 1 1.72 0 0

3 Learning media such 13 22.4 35 60.3 9 15.5 1 1.72 0 0

4.2 Student Perception of Learning Video in Raising Their Memory Retention

No. Statement SS S N TS STS

1 Pharmacology learning 13 22.4 34 58.6 9 15.5 2 3.44 0 0

2 Pharmacology learning 8 13.7 25 43.1 23 39.6 2 3.44 0 0

4.3 The Reason Why Learning Video Should be Applied

1 I can be more focused 5 8.62 18 31.0 21 36.2 14 24.1 0 0

2 Intonation in 5 8.62 29 50 20 34.4 4 6.89 0 0

3 Pharmacologys slide 4 68.9 24 41.3 25 43.1 4 6.89 1 17.2

Learning video can encourage students to be self-learner is agreed by 41,38%

LdPride,n.d. (2009). What are learning styles? Retrieved from

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Yaoma, SA, Sasongko, R, Cahyaningrum, YD**