The Influence of Learning Resource Selection and Effective Scenario with Assessment in Problem Based Learning
Main Article Content
Learning resources are available information and arranged in various forms of media to support the student learning process as an implementation of the curriculum. Problem-based learning (PBL) is an important aspect of the SPICES educational strategy model, which consists of student-centred, problem-based learning, integrated teaching, community-based, elective, and systematic teaching. The application of PBL cannot be separated from the role of scenarios containing patient problems as a trigger for student learning. To know the influence of learning resource selection and the effectiveness of scenarios on assessment in problem-based learning (PBL). This research uses an observational analytical research design with a cross-sectional design using a questionnaire. A comparison test was performed using a non-parametric test method, namely Kruskal-Wallis (bivariate). The results of this research show that the majority of Swadaya Gunung Jati University Medical Education students chose to study using textbooks (52.4%), considered that the scenario given had high effectiveness (57.5%), and had a PBL assessment with a median of 67.0. (0.0-100.0). The results of the analysis also found that there was no influence between the selection of learning resources and the effectiveness of scenarios with the Problem-Based Learning (PBL) assessment (p-value> 0.05). There is no influence between the selection of learning resources and the effectiveness of scenarios with Problem-Based Learning (PBL) assessments for UGJ Medical Education students.
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