Optimalisasi Peran Fasilitator untuk Meningkatkan Keefektifan Diskusi Kelompok pada Blok Musculoskeletal System and Disorders
Abstract
Pelatihan fasilitator merupakan salah satu metode untuk mengoptimalkan peran fasilitator dalam diskusi kelompok sehingga terjadi peningkatan keefektifan diskusi. Penelitian ini mengevaluasi efektifitas diskusi kelompok dan motivasi intrinsik mahasiswa akibat pengaruh dari optimalisasi peran fasilitator pada blok Musculoskeleal System and Disorders. Pelatihan fasilitator dilakukan pada pertengahan blok dengan 5 peserta (fasilitator) yang merupakan tutor pada blok. Setiap kali diskusi pada blok (10 kali) baik sebelum dan sesudah pelatihan, mahasiswa (55 orang) diberikan kuisioner yang menggambarkan perilaku fasilitator, keefektifan diskusi kelompok dan motivasi intrinsik dari mahasiswa. Data kuisioner dianalisis dengan Cohens’d dan korelasi Pearson menggunakan SPSS ver.16. Keefektifan diskusi kelompok secara umum yang dilihat dari rerata sebesar 3,83 setelah pelatihan, sedangkan 3,77 sebelum pelatihan menunjukkan adanya peningkatan ke arah positif daripada negatif tetapi perbedaan ini tidak bermakna secara praktis (Cohen’s d 0,28). Rerata perilaku fasilitator selama diskusi sebesar 3,81 setelah pelatihan, sedangkan 3,89 sebelum pelatihan juga menunjukkan perbedaan yang tidak bermakna secara praktis. Hal ini juga terlihat pada motivasi intrinsik mahasiswa sebesar 4,99 setelah pelatihan, sedangkan 5,02 sebelum pelatihan. Uji korelasi menunjukan hubungan peran fasilitator terhadap efektivitas diskusi kelompok (0,541) mempunyai hubungan yang lebih kuat dibandingkan dengan motivasi intrinsik mahasiswa (0,444). Pelatihan fasilitator pada blok Musculoskeletal System and Disorders menunjukkan arah yang positif tetapi tidak memiliki kemaknaan secara praktis sehingga masih banyak yang perlu ditingkatkan. Hubungan peran fasilitator lebih kuat terhadap efektifitas diskusi kelompok dibandingkan dengan motivasi intrinsik mahasiswa. Kata Kunci: keefektifan diskusi kelompok, perilaku tutor, motivasi intrinsik mahasiswa The facilitator training is one of methods to optimize the role of facilitator in group discussions in order to increase the effectiveness of the discussion. The aim of the research was to evaluate the effectiveness of group discussions and student intrinsic motivation due to the effect of optimizing the role of facilitator in the block Musculoskeletal System and Disorders. The facilitator training was carried out in middle of the block with 5 participants (facilitators) who were as tutor on the block. Each block discussion (10 times) both before and after the training, the students (55 people) were given a questionnaire comprise description of the facilitator behavior, the effectiveness of group discussion and intrinsic motivation of the students. Questionnaire data were analyzed with the Cohens'd and Pearson correlation using SPSS ver.16. The effectiveness of group discussion in general was indicated by mean value which was slightly increased from 3.77 to 3.83 after training, it showed a positive effect although was not significant in practice (Cohen 's d 0.28 ). While, the mean value of the facilitator behavior during the discussions was slightly decreased from 3.89 to 3.81 after training, also with no significant difference in practice. In addition, the intrinsic motivation of students was also slightly decreased from 5.02 to 4.99 after training. Pearson correlation test showed the effectiveness of the facilitator role and discussion group (0.541) had a stronger relationship than the intrinsic motivation of students ( 0.444 ). The training of facilitators on the block Musculoskeletal System and Disorders showed a positive effect although it was not significant. Therefore, improvement in some aspects are still required. Keywords: Effectiveness of group discussion, the behavior of the tutor, student intrinsic motivation.References
Abbat, F.R. (1992). Teaching for Better Learning, A Guide for Teachers of Primary Health Care. 2nd ed. Geneva: World Health Organization.
Dent, J. A., Ronald M. H., (2003). A Practical Guide for Medical Teachers. London : Churchill Livingstone
Hamzah, B.U. (2008). Model Pembelajaran Menciptakan Proses Belajar Mengajar Yang Kreatif dan Efektif. Jakarta: Bumi Aksara
Sudjana, N. (2000). Dasar-Dasar Proses Belajar Mengajar. Bandung: Sinar Baru Algesindo
Crosby, J., 1996. Learning in small groups. Med Teach.;18(3):189-202.
Faizin, 2009. Efektifitas Diskusi dalam Meningkatkan Kemampuan Berpikir dan Berpendapat. Studi Kasus Pada Pembelajaran Civic; 18 (1): 2085-3033.
Istadi, Y., Harsono, Prabandari, Y.S., 2012. Faktor-faktor yang dianggap sebagai prediktor terhadap keefektfan kelompok tutorial problem based learning (PBL). Jurnal Pendidikan Kedokteran Indonesia; 2(1): 59-67.
Slavin, R.E., 1996. Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology;21: 43-69.
Schmidt, H.G., Moust, J.H.C., 1995. What makes a tutor effective? A structural-equations modeling approach to learning in problem-based learning curricula. Academic Medicine; 70(8):708-714.
Schmidt, H.G., Moust, J.H.C., 2000. Factors affecting small-group tutorial learning: A review of research. In: Evensen DH, Hmelo CE, editors. Problem-based learning: a research perspective on learning interactions. New York: Lawrence Erlbaum;19-52.
Moust, J.H.C., Schmidt, H.G., 1995. Facillitating small-group learning: a comparison of student and staff tutor’s behavior. Instruction Science; 22:287-301.
Ryan, R.M., Deci, E.L., 2000. Self-determination theory and the facilitation of intrinsic motivation, social development, and well being. American Psychologist; 55(1): 68-78.
Artino, A.R., La Rochelle, J.S., Durning, S.J., 2010. Second-year medical students’ motivational beliefs, emotions, and achievement. Medical Education; 44: 1203-1212.
Abstract viewed = 562 times
PDF (Bahasa Indonesia) downloaded = 596 times
