Analisis Perbedaan Tingkat Kelulusan Computer Based Test Uji Kompetensi Mahasiswa Program Profesi Dokter Berdasarkan Tingkat Kehadiran pada Kegiatan Pembekalan di Fakultas Kedokteran Universitas Riau

Firdaus Firdaus, Chairunnisa Chairunnisa, Rita Endriani

Abstract

Tutoring of UKMPPD is a preparation effort in the form of tutoring activities to get more optimal understanding and results for UKMPPD. The purpose of the research was to analyze the differences in the pass rates of UKMPPD-CBT based on attendance levels in the UKMPPD tutoring activities at the Medical Faculty of Riau University. The design of this research was a comparative analytic with a retrospective approach. The result was using Mann Whitney U Test obtained sig (2-tailed) 0.010 (<0.05), it showed there was a significant difference between the results of passing UKMPPD-CBT for the group that took the tutoring and the group that did not take the tutoring. The research also used the Kruskall Wallis analysis test and obtained sig (2-tailed) 0.000 (<0.05), it showed there was a significant difference between the UKMPPD-CBT passing results and the attendance level of first taker students in UKMPPD tutoring activities.

Keywords

Mahasiswa first taker, Perbedaan, Pembekalan UKMPPD, Keikutsertaan, Tingkat kehadiran, UKMPPD-CBT

References

Suswati I, & Rahayu D. Validitas prediktif uji kompetensi mahasiswa program profesi dokter (ukmppd) pada tahap profesi. Saintika Medika. 2017;13(2):118. https://doi.org/10.22219/sm.v13i2.5553

DIKTI. Uji Kompetensi Dokter Indonesia sebagai exit exam. 2013;88:0–24.

Menteri Pengajaran dan Kebudayaan. Peraturan Menteri Pengajaran dan Kebudayaan: Permendikbud/30/2014. Indonesia: Kemendikbud RI. 2014.

Lidiawati M. Hubungan bimbingan belajar UKMPPD dengan kelulusan UKMPPD Computer Based Test Fakultas Kedokteran Universitas Abulyatama periode Mei 2017. Jurnal Dedikasi Pendidikan. 2018;2(1):63–7.

Siregar FM, Nurcahyo GW, Defit S. Prediksi hasil Ujian Kompetensi Mahasiswa Program Profesi Dokter (UKMPPD) dengan pendekatan ANFIS. Jurnal RESTI. 2018;2(2):554–9. https://doi.org/10.29207/resti.v2i2.388

Epstein RM. Assessment in medical education. N Engl J Med. 2007;356(20):387-96.

Guskey, T. R. Twenty questions? Twenty tools for better teaching. Principal Leadership 2000; 1(3):5–7.

Roediger HL, Agarwal PK, McDaniel MA, McDermott KB. Test-enhanced learning in the classroom: long-term improvements from quizzing’. J Exp Psychol Appl 2011; 17(4):382–395

Schwartz DL, Martin T. Inventing to prepare for future learning: the hidden efficiency of encouraging original student production in statistics instruction. Cogn Instr 2004 ; 22(2):129–184.

Nicol.DJ, Macfarlane.,DD. Macfarlane Formative assessment and self-regulated learning: A modeland seven principles of good feedback practice. Studies in Higher Education. 2006 ; 31(2):199-218.

Clark.I. Formative Assessment : Assessment is for self- regulated learning. Educational Psychology Review. 2012 ;24 (2):205-249.

Hattie J, Timperley H. The power of feedback. Review of Educational Research. 2007 ; 77(1):81–112.

Kulasegaram, K and Rangachari.P, Beyond : formative: assessments to enrich student learning. Advances Physiol Educ 2018 42(1), pp 5–14

Kulasegaram K, Chaudhary Z, Woods N, Dore K, Neville A, Norman G. Contexts, concepts and cognition: principles for the transfer of basic science knowledge. Med Educ 2017; 5(1):184–195.

Kornell N and Vaughn KE. How retrieval attempts affect learning: a review and synthesis. In: Psychology of Learning and Motivation, edited by Ross B. Cambridge, MA: Academic. 2016.

Mcdaniel MA, Roediger HL III, McDermott KB. Generalizing test-enhanced learning from the laboratory to the classroom. Psychon Bull Rev 2007;14: 200–206.

Soderstrom NC, Kerr TK, Bjork RA. The critical importance of retrieval—and spacing—for learning. Psychol Sci 2016; 27: 223–230.

DOI: https://doi.org/10.26891/JIK.v15i1.2021.26-31

Refbacks

  • There are currently no refbacks.