Hubungan Proses Pembelajaran Berbasis Problem Based Learning (PBL) dengan Metode Konstruktif dan Kontekstual terhadap Performa Akademik Mahasiswa Kedokteran

Abstract

ABSTRACT

Introduction: Constructive and contextual methods implement in the form of discussion as a part of active learning. PBL method can increase learning motivation, critical thinking, and learning outcomes. This study aims to determine the implementation of constructive and contextual methods and their relationship with academic performance.

Methods: The study uses cross-sectional analytic with systematic sampling technique. The constructive and contextual methods are analyses use 25 questions in a questionnaire. Academic performance is from the GPA of an odd semester of the academic year 2017/2018. Data analysis uses one way ANOVA test, multiple linear regression, and Pearson correlation test.

Results: The average value of implementation of constructive method in the class of 2016 (74,67±9,32), 2017 (76,56±11,20) and 2018 (71,86±11,74). The average value of implementation of contextual method in the class of 2016 (67,66±10,66), 2017 (67,32±12,79) and 2018 (64.85±17,84). In each class, the implementation of the constructive (p 0,062) and contextual (p 0,490) methods do not show a significant difference meanwhile. Constructive and contextual methods influence academic performance (p 0,000). The most influential factor toward academic performance is a constructive method (t 4,401). Correlation test results on the constructive (r 0,139) and contextual (r 0,135) methods on academic performance were very low.

Conclusion: The constructive and contextual methods are equally significant to academic performance. The correlation of positive constructive methods and negative contextual methods, but the correlation rate is very low.

Keyword : Grade Point Average (GPA), Constructive method, Contextual method