.jpg)
EFEKTIFITAS METODE BLENDED LEARNING DALAM PROSES PEMBELAJARAN MAHASISWA KESEHATAN: A SCOOPING REVIEW
Sari
Abstract: Currently, teaching in higher education is being intensively developed with a learning management system that records the learning behavior of students and teachers. Blended Learning is an integration of online learning methods and face-to-face learning. This scoping review aims to review the effectiveness of the blended learning method on the learning process of health students. Study identification through three databases (Pubmed, Proquest, and Sciencedirect), the search was limited to articles published in the last 10 years (2010-2020). The study was identified using the PRISMA flowchart, in identifying good quality articles the researcher conducted a critical appraisal with JBI tools. The findings in this review indicate that the blended learning method is effectively used as a learning method for health students. Effectiveness is seen from the increase in motivation and attitudes, knowledge, learning satisfaction, self-efficacy, and student competence after the application of the blended method. It can be concluded that the implementation of the blended learning method is effective in the learning process of health students, in addition to shifting the learning principle from being teacher-centered to being student-centered, blended learning also has the potential to increase the interaction between teachers and students, which leads to increased learning effectiveness.
Abstrak: Saat ini, pengajaran di perguruan tinggi sedang gencar dikembangkan dengan sistem manajemen pembelajaran yang mencatat perilaku belajar siswa dan guru. Blended Learning atau metode pembelajaran campuran adalah integrasi dari metode pembelajaran online dan pembelajaran tatap muka. Scoping review ini bertujuan untuk mereview efektifitas metode blended learning terhadap proses pembelajaran mahasiswa kesehatan. Identifikasi studi melalui tiga database (Pubmed, Proquest dan Sciencedirect), pencarian dibatasi pada artikel yang diterbitkan 10 tahun terakhir (2010-2020). Studi diidentifikasi menggunakan diagram alur PRISMA, dalam mengidentifikasi artikel yang berkualitas baik peneliti melakukan critical appraisal dengan JBI tools. Temuan dalam review ini menunjukkan bahwa metode blended learning efektif digunakan sebagai metode pembelajaran mahasiswa kesehatan. Efektifitas dilihat dari peningkatan motivasi dan sikap, pengetahuan, kepuasan pembelajaran, efikasi diri, dan kompetensi mahasiswa setelah penerapan metode blended. Dapat disimpulkan bahwa implementasi metode blended learning efektif dalam proses pembelajaran mahasiswa kesehatan, selain dapat menggeser prinsip pembelajaran yang semula berpusat pada guru menjadi berpusat pada mahasiswa, blended learning juga berpotensi meningkatkan interaksi antara guru dan siswa, yang mana mengarah pada peningkatan efektifitas pembelajaran.
Kata Kunci
Teks Lengkap:
DOWNLOAD [PDF]Referensi
Aguilar-Rodríguez, M., Marques-Sule, E., Serra-Añó, P., Espí-López, G. V., Dueñas-Moscardó, L., & Pérez-Alenda, S. (2019). A blended-learning programme regarding professional ethics in physiotherapy students. Nursing Ethics, 26(5), 1410–1423. https://doi.org/10.1177/0969733017748479.
Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.
Chan, Y., Narasuman, S., Dalim, S. F., Sidhu, G. K., & Lee, L. F. (2016). Blended learning as a conduit for inquiry-based instruction, active learning, formative assessment and its impact on students’ learning outcomes in higher education.
Chen, F.-C., & Wang, T. C. (2009). Social Conversation and Effective Discussion in Online Group Learning. Educational Technology Research and Development, 57(5), 587–612. https://doi.org/10.1007/s11423-009-9121-1.
Coyne, E., Frommolt, V., Rands, H., Kain, V., & Mitchell, M. (2018). Simulation videos presented in a blended learning platform to improve Australian nursing students’ knowledge of family assessment. Nurse Education Today, 66, 96102.https://doi.org/10.1016/j.nedt.2018.04.012.
Cyrus, J. (n.d.). Research Guides: How to Conduct a Literature Review (Health Sciences): Developing a Research Question. Retrieved March 11, 2020, from https://guides.library.vcu.edu/health-sciences-lit-review/question.
Eka, N. G. A., Houghty, G. S., & Juniarta, J. (2019). The Effect of Blended Learning on Nursing Students’ Knowledge. Jurnal Ners, 14(3), 1–4. https://doi.org/10.20473/jn.v14i3.16933.
González-de Paz, L., Devant-Altimir, M., Kostov, B., Mitjavila-López, J., Navarro-Rubio, M. D., & Sisó-Almirall, A. (2013). A new questionnaire to assess endorsement of normative ethics in primary health care: development, reliability and validity study. Family Practice, 30(6), 724–733. https://doi.org/10.1093/fampra/cmt044.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809.
Hsu, L.-L. (2012). Qualitative assessment of a blended learning intervention in an undergraduate nursing course. The Journal of Nursing Research: JNR, 20(4), 291–299. https://doi.org/10.1097/jnr.0b013e31827363bc.
Hsu, L.-L., & Hsieh, S.-I. (2011). Effects of a blended learning module on self-reported learning performances in baccalaureate nursing students. Journal of Advanced Nursing, 67(11), 2435–2444. https://doi.org/10.1111/j.1365-2648.2011.05684.x.
Ireland, J., Johnson, N., Adams, D., Eboh, W., & Mowatt, E. (2009). Blended learning in education: effects on knowledge and attitude. British Journal of Nursing (Mark Allen Publishing), 18(2), 124–130. https://doi.org/10.12968/bjon.2009.18.2.37868.
Johnson, R. D., Hornik, S., & Salas, E. (2008). An empirical examination of factors contributing to the creation of successful e-learning environments. International Journal of Human-Computer Studies, 66(5), 356–369. https://doi.org/10.1016/j.ijhcs.2007.11.003.
Kanuka, H., & Garrison, D. R. (2004). Cognitive Presence in Online Learning. Journal of Computing in Higher Education, 15(2), 21–39.
Kc, C., & G, S. (2013). Operational effectiveness of blended e-learning program for nursing research ethics. Nursing Ethics, 21(4), 484–495. https://doi.org/10.1177/0969733013505310.
Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14(1), 7. https://doi.org/10.1186/s41239-017-0043-4.
Kumar, S. (2010). The Net Generation’s Informal and Educational Use of New Technologies. In Education, 16(1). https://ineducation.ca/ineducation/article/view/43.
Kumar, S. (2009). Undergraduate perceptions of the usefulness of Web 2.0 in higher education: Survey Development. In D. Remenyi (Ed.) Proceedings of 8th European Conference on E-Learning, Italy, 308–314..
Lai, E. R. (n.d.). Motivation: A literature review. 44..
Liu, Q., Peng, W., Zhang, F., Hu, R., Li, Y., & Yan, W. (2016). The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis. Journal of Medical Internet Research, 18(1), e2. https://doi.org/10.2196/jmir.4807.
Lopez-Perez, M. V., Perez-Lopez, M. C., & Rodriguez-Ariza, L. (2011). Blended Learning in Higher Education: Students’ Perceptions and Their Relation to Outcomes. Computers & Education, 56(3), 818–826. https://doi.org/10.1016/j.compedu.2010.10.023.
Lundberg, K. M. (2008). Promoting self-confidence in clinical nursing students. Nurse Educator, 33(2), 86–89. https://doi.org/10.1097/01.NNE.0000299512.78270.d.
McCutcheon, K., O’Halloran, P., & Lohan, M. (2018). Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomised controlled trial. International Journal of Nursing Studies, 82, 30–39. https://doi.org/10.1016/j.ijnurstu.2018.02.005.
Munro, V., Morello, A., Oster, C., Redmond, C., Vnuk, A., Lennon, S., & Lawn, S. (2018). E-learning for self-management support: introducing blended learning for graduate students – a cohort study. BMC Medical Education, 18(1), 219. https://doi.org/10.1186/s12909-018-1328-6.
Plemmons, C., Clark, M., & Feng, D. (2018). Comparing student clinical self-efficacy and team process outcomes for a DEU, blended, and traditional clinical setting: A quasi-experimental research study. Nurse Education Today, 62, 107–111. https://doi.org/10.1016/j.nedt.2017.12.029.
Revere, L., & Kovach, J. V. (2011). Online technologies for engaged learning: a meaningful synthesis for educators. Quarterly Review of Distance Education, 12(2), 113–125.
Richardson, J. C., & Ice, P. (2010). Investigating students’ level of critical thinking across instructional strategies in online discussions. Internet and Higher Education, 13(1), 52–59.
Rowe, M., Frantz, J., & Bozalek, V. (2012). The role of blended learning in the clinical education of healthcare students: a systematic review. Medical Teacher, 34(4), e216-221. https://doi.org/10.3109/0142159X.2012.642831.
Sáiz-Manzanares, M. C., Escolar-Llamazares, M.-C., & Arnaiz González, Á. (2020). Effectiveness of Blended Learning in Nursing Education. International Journal of Environmental Research and Public Health, 17(5). https://doi.org/10.3390/ijerph17051589.
Seiver, J. G., & Troja, A. (2014). Satisfaction and success in online learning as a function of the needs for affiliation, autonomy, and mastery. Distance Education, 35(1), 90–105. https://doi.org/10.1080/01587919.2014.891427.
Smyth, S., Houghton, C., Cooney, A., & Casey, D. (2012). Students’ experiences of blended learning across a range of postgraduate programmes. Nurse Education Today, 32(4), 464–468. https://doi.org/10.1016/j.nedt.2011.05.014
Venglar, M., & Theall, M. (n.d.). Case-Based Ethics Education in Physical Therapy. 7(1), 13.
Westerlaken, M., Christiaans-Dingelhoff, I., Filius, R. M., de Vries, B., de Bruijne, M., & van Dam, M. (2019). Blended learning for postgraduates; an interactive experience. BMC Medical Education, 19(1), 289. https://doi.org/10.1186/s12909-019-1717-5.
DOI: https://doi.org/10.31764/mj.v7i1.2877
Refbacks
- Saat ini tidak ada refbacks.
##submission.copyrightStatement##
##submission.license.cc.by-sa4.footer##
_________________________________________________________
Midwifery Journal: Jurnal Kebidanan UM. Mataram
ISSN 2503-4340 (Print) | ISSN 2614-3364 (Online)
Email: [email protected] | Kontak: 081329321276
Tel/fax: (0370)-633723 / (0370)-641906
_________________________________________________________
MIDWIFERY JOURNAL is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Midwifery Journal terindeks di:
