MOTIVASI BELAJAR MAHASISWI KEBIDANAN TERHADAP PEMBELAJARAN MODUL ASUHAN KEHAMILAN BERBASIS E-LEARNING DI ERA PANDEMI COVID-19
DOI : 10.33024/jkm.v6i4.2993
ABSTRACT
Background Antenatal care is the name of a compulsory learning module for midwife students in order to create competent midwives. However, the Covid-19 pandemic presents a challenge in changing the learning system for Antenatal care. The learning system is carried out remotely using information technology or e-learning. Teaching is given without reducing the quality of teaching. The challenges faced in such conditions include assessing student motivation in learning, especially in the antenatal care module to achieve learning goals
Purpose to determine the learning motivation of midwifery students towards e-learning-based pregnancy care modules in the covid-19 pandemic era.
Methods The research method used descriptive research with cross sectional approach. This research was conducted in February until April 2020 in the D4 Midwifery Study Program FK Unpad. The population in this study were midwifery 1 semester 2 students. The sample in this study was a population of 33 people. The sampling technique uses total sampling.Data collection was carried out by providing a questionnaire before lecturing the pregnancy care module. While, the learning evaluation questionnaire was given after the pregnancy care module was finished.Data analysis used univariate data presented in the form of a frequency distribution table.
The results of this study found that midwifery students stated strongly agree on intrinsic motivational factors and personal relevance of 21 people and on career motivation factors of 19 people. Thus, there were 28 midwifery students who understood the material for pregnancy care modules using the e-learning-based blended learning method.
The conclusion of this study is that there are motivational factors, namely intrinsic motivation factors and personal relevance as well as career motivation factors possessed by midwifery students on the e-learning based blended learning method in the pregnancy care module.
Suggestions in this study to conduct further research analysis about the effectiveness of e-learning learning in the new normal period towards the learning outcomes of midwifery students.
Key word:learning motivation, pregnancy care modules, e-learning
ABSTRAK
Latar Belakang Asuhan kehamilan merupakan nama modul pembelajaran wajib bagi mahasiswa bidan agar tercipta bidan yang kompeten. Namun, pandemi covid-19 memberikan tantangan dalam merubah sisitem pembelajaran asuhan kehamilan. Sistem pembelajaran dilakukan dengan jarak jauh dengan menggunakan teknologi informasi atau e-learning, Pengajaran diberikan tanpa mengurangi kualitas pengajaran.Tantangan yang dihadapi dalam kondisi seperti ini salah satunya menilai motivasi mahasiswa dalam pembelajaran terutama pada modul asuhan kehamilan untuk mencapai tujuan pembelajaran
Penelitian ini bertujuan untuk mengetahui motivasi belajar mahasiswi kebidanan terhadap modul asuhan kehamilan berbasis e-learning di era pandemi covid-19.
Metode penelitianyang digunakan adalah penelitian deskriptif dengan pendekatan cross sectional. Penelitian ini dilakukan pada bulan Februari s.d April 2020 di Program Studi D4 Kebidanan FK Unpad. Populasi pada penelitian ini adalah mahasiswi kebidanan tahun 1 semester 2. Sampel dalam penelitian ini merupakan populasi sebanyak 33 orang. Teknik pengambilan sampel dengan menggunakan total sampling. Pengumpulan data dilakukan dengan memberikan kuesioner motivasi sebelum perkuliahan modul asuhan kehamilan. Sedangkan kuesioner evaluasi pembelajaran diberikan setelah selesai perkuliahan modul asuhan kehamilan. Analisis data menggunakan data univariat yang disajikan dalam bentul tabel distribusi frekuensi.
Hasil penelitian ini didapatkan bahwa mahasiswi kebidanan menyatakan sangat setuju pada faktor motivasi intrinsik dan relevansi pribadi sebanyak 21 orang dan pada faktor motivasi karir sebanyak 19 orang. Dengan demikian, mahasiswi kebidanan yang memahami materi modul asuhan kehamilan dengan metode pembelajaranblended learning berbasise-learning sebanyak 28 orang.
Simpulan pada penelitian ini bahwa terdapat faktor motivasi, yaitu faktor motivasi intrinsik dan relevansi pribadi serta faktor motivasi karir yang dimiliki oleh mahasiswi kebidanan terhadap metode pembelajaranblended learning berbasise-learning pada modul asuhan kehamilan.
Saran pada penelitian ini untuk dilakukan analisis penelitian lebih lanjut tentang efektifitas pembelajaran e-learningdi masa new normal terhadap hasil belajar mahasiswi kebidanan.
Kata Kunci: motivasi belajar, modul asuhan kehamilan, e-learning
- Abou El-Seoud, M., Taj-Eddin, I., Seddiek, N., El-Khouly, M., & Nosseir, A. (2014). E-learning and students' motivation: A research study on the effect of e-learning on higher education. International journal of emerging technologies in learning (iJET), 9(4), 20-26.
- Amiluddin, R., & Sugiman, S. (2016). Pengaruh problem posing dan PBL terhadap prestasi belajar, dan motivasi belajar mahasiswa pendidikan matematika. Jurnal Riset Pendidikan Matematika, 3(1), 100-108.
- Aurora, A., & Effendi, H. (2019). Pengaruh Penggunaan Media Pembelajaran E-learning terhadap Motivasi Belajar Mahasiswa di Universitas Negeri Padang. JTEV (Jurnal Teknik Elektro dan Vokasional), 5(2), 11-16.
- Block, A., Udermann, B., Felix, M., Reineke, D., & Murray, S. R. (2006). Achievement and satisfaction in an online versus a traditional health and wellness course. University of Wisconsin--La Crosse.
- Boekaerts, M. (2002). Motivation to learn: International Academy of Education Brussels, Belgium.
- Bugaj, T., Blohm, M., Schmid, C., Koehl, N., Huber, J., Huhn, D., . . . Nikendei, C. (2019). Peer-assisted learning (PAL): skills lab tutors’ experiences and motivation. BMC medical education, 19(1), 353.
- Emda, A. (2018). Kedudukan motivasi belajar siswa dalam pembelajaran. Lantanida Journal, 5(2), 172-182.
- Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2009). Science motivation questionnaire: Construct validation with nonscience majors. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(2), 127-146.
- Gooding, I., Klaas, B., Yager, J. D., & Kanchanaraksa, S. (2013). Massive open online courses in public health. Frontiers in public health, 1, 59.
- Herliana, F., Supriyati, Y., & Astra, I. M. (2015). Pengaruh model pembelajaran berbasis blended learning dan motivasi belajar terhadap hasil belajar fisika siswa SMA. Paper presented at the Prosiding Seminar Nasional Fisika (E-Journal).
- Huckstadt, A., & Hayes, K. (2005). Evaluation of interactive online courses for advanced practice nurses. Journal of the American Academy of Nurse Practitioners, 17(3), 85-89.
- Kemendikbud. (2020). Pedoman Pelaksanaan Belajar Dari Rumah Selama Darurat Bencana Di Indonesia Surat Edaran Sekretaris Jenderal No.15 Tahun 2020. . Retrieved from https://www.kemdikbud.go.id/main/blog/2020/05/kemendikbud-terbitkan-pedoman-penyelenggaraan-belajar-dari-rumah
- Kenny, A. (2002). Online learning: enhancing nurse education? Journal of advanced nursing, 38(2), 127-135.
- Masni, H. (2017). Strategi Meningkatkan Motivasi Belajar Mahasiswa. Jurnal Ilmiah Dikdaya, 5(1), 34-45.
- Masters, K., & Oberprieler, G. (2004). Encouraging equitable online participation through curriculum articulation. Computers & Education, 42(4), 319-332.
- McMahon, J. (2007). Teaching/learning philosophies. Cited In: Kala, S., Isaramalai, S. and Pohthong, A.(2010) Electronic learning and constructivism: A model for nursing education. Nurse education today, 30(1), 61-66.
- Nurmukhametov, N., Temirova, A., & Bekzhanova, T. (2015). The problems of development of distance education in Kazakhstan. Procedia-Social and Behavioral Sciences, 182, 15-19.
- Pieter, H. Z. (2018). Pengantar psikologi untuk kebidanan: Kencana.
- Rahardja, U., Aini, Q., Ariessanti, H. D., & Khoirunisa, A. (2018). Pengaruh Gamifikasi pada iDu (iLearning Education) dalam Meningkatkan Motivasi Belajar Mahasiswa. NJCA (Nusantara Journal of Computers and Its Applications), 3(2), 120-124.
- Robbins, S. P., & Judge, T. A. (2013). Organizational Behavior, The United States of America: Pearson Education, Inc.
- Rusman, C. R. (2019). Pembelajaran Berbasis Teknologi Informasi dan Komunikasi (5 ed.). Jakarta: Rajagrafindo Persada.
- S, A. (2020). Kendala Pelaksanaan Pembelajaran Jarak Jauh Dalam Masa Pandemi. Retrieved from https://www.researchgate.net/publication/340917126
- Schunk, D. H. (2012). Learning Theories an Education Perspective (6 ed.). Yogyakarta: Pustaka Pelajar.
- Sjukur, S. B. (2012). Pengaruh blended learning terhadap motivasi belajar dan hasil belajar siswa di tingkat SMK. Jurnal pendidikan vokasi, 2(3).
- Sunarsih, T. (2009). Hubungan antara motivasi belajar, kemandirian belajar dan bimbingan akademik terhadap prestasi belajar mahasiswa di Stikes A. Yani Yogyakarta. UNS (Sebelas Maret University).
Copyright (c) 2020 Jurnal Kebidanan Malahayati