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Penelitian ini berawal dari permasalahan pada pembelajaran IPA yang cenderung “content transmission” dan “teacher centered”. Pembelajaran demikian mengakibatkan proses penalaran siswa menjadi terbatas. Hal itu mendorong dilakukan penelitian dengan tujuan meningkatkan keterampilan berpikir kritis. Seanjutnya disusun rancangan penelitian strategi pembelajaran berbasis inkuiri dengan siklus belajar 5E untuk meningkatkan keterampilan berpikir kritis. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain penelitian pretest-postest control group design. Hasil analisis uji hipotesis diperoleh kemampuan berpikir kritis kelompok eskperimen lebih baik dari pada kelompok kontrol setelah pembelajaran. Dengan demikian pembelajaran berbasis inkuiri dengan siklus belajar 5E sangat signifikan dalam meningkatkan ketrampilan berpikir kritis dibandingkan dengan pembelajaran konvesional.

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Latar belakang: Kurikulum pendidikan dokter di Indonesia disusun berdasarkan kompetensi yang diharapkan dapat dicapai oleh seorang lulusan institusi pendidikan dokter. Salah satu upaya untuk menilai capaian kompetensi tersebut diselenggarakan Uji Kompetensi Mahasiswa Program Profesi Dokter (UKMPPD). Ujian ini merupakan salah satu prasyarat untuk mendapatkan sertifikat tanda registrasi agar dapat memperoleh surat ijin praktik. Sayangnya hasil UKMPPD masih belum memuaskan. Beberapa faktor yang kemungkinan menyebabkan angka kelulusan yang rendah, antara lain: motivasi belajar dan strategi pembelajaran yang dapat diukur menggunakan Motivated Strategies of Learning Questionnaire (MSLQ). Tujuan: Mengetahui hubungan motivasi belajar dan strategi pembelajaran dengan kelulusan uji kompetensi di Fakultas Kedokteran Universitas Methodist Indonesia. Metode: penelitian analitik dengan desain potong lintang dilakukan pada seluruh mahasiswa yang mengikuti UKMPPD November 2018, 148 orang. Pemilihan sampel dilakukan dengan non probability sampling dengan teknik total sampling. Analisi menggunakan uji korelasi Spearman. Hasil: Mayoritas responden berusia <25 tahun (54,1%), perempuan (59,5%), serta kelulusan UKMPPD sebesar 20,94%. Pada analisis univariat, variabel motivasi yang paling rendah ditemukan pada komponen kecemasan (median 3). Nilai median variabel strategi pembelajaran berkisar antara 5 dan 6. Pada analisis bivariat, nilai variabel motivasi yang memiliki hubungan dengan UKMPPD tertinggi yaitu komponen control of learning belief (r=0,232). Nilai variabel strategi pembelajaran yang memiliki hubungan dngan UKMPPD tertinggi di jumpai pada pada komponen pembelajaran dengan teman (r=0,378). Motivasi dan strategi pembelajaran mahasiswa sudah cukup baik. Namun, terdapat hubungan yang lemah-sedang antara motivasi belajar dan strategi pembelajaran dengan UKMPPD. Pada analisis multivariat menggunakan path analysis, variabel motivasi yang mempunyai pengaruh paling tinggi yaitu komponen control of learning belief (14,774). Nilai variabel strategi pembelajaran yang mempunyai pengaruh paling tinggi dijumpai pada komponen elaborasi (15,234). Motivasi mempengaruhi strategi pembelajaran, strategi pembelajaran mempengaruhi hasil pembelajaran. Penelitian lanjutan perlu dilakukan untuk mencari faktor lain yang mempengaruhi hasil UKMPPD. Simpulan: Motivasi belajar dan strategi pembelajaran memiliki hubungan yang lemah-sedang dengan hasil pembelajaran.

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Intoduction: The curriculum of medical education in Indonesia is developed based on the competencies that expected to be achieved by graduates. To assess the achievement of the competencies is by conducting the National Competency Examination (UKMPPD). National Competency Examination is mandatory to obtain a license for practicing as a physician. Unfortunately, the result is unsatisfied. The success of examination might be influenced by learning motivation and learning strategies, which can be measured by Motivated Strategies of Learning Questionnaire (MSLQ). Objective: To determine the relationship between learning motivation and learning strategy with the success of UKMPPD at Faculty of Medicine, Universitas Methodist Indonesia. Method: An analytical research with cross sectional design was performed. Respondents were all students who took the UKMPPD on November 2018, total sample was 148. The sample selection was done by non probability sampling with a total sampling technique. Data analyzing using Spearman test. Result: The majorityof the respondents were < 25 years old (54.1%), 59.5% is female and the successfull rate of the UKMPPD was 20.94%. The lowest motivation variable was the anxiety component (median = 3). For the learning strategy variables, component was most ly scored ​​5 and 6. The highest corelation between motivation variable and UKMPPD was control of learning belief (r=0.232). Furthermore, the highest corelation of learning strategyvariables and UKMPPD was peer learning (r=0.378). Students' learning motivation and learning strategy were quite good. However, the relation between learning motivation and learning strategy toward the UKMPPD was weak-moderate. Multivariate analysis using path analysis showed that the highest motivation variable was control of learning belief (14,774). The highest learning strategy variable was the elaboration (15.234). Motivation influences learning strategy;learning strategy infleunces the UKMPPD. Further research is needed to explore other factors influence the test results. Conclusion: Learning motivation and learning strategies show weak-modearte correlation toward learning outcomes.

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Latar Belakang Umpan balik menjadi salah satu bentuk interaksi yang penting antara staf pengajar dan mahasiswa. Untuk mendapatkan umpan balik tersebut, mahasiswa akan melewati suatu proses pencarian umpan balik yang dilakukan secara sadar demi mencapai tujuan yang diinginkan. Ada beberapa faktor yang mempengaruhi pencarian umpan balik antara lain motivasi dan strategi belajar. Motivasi dan strategi belajar memiliki dampak yang besar terhadap performa mahasiswa yang selanjutnya akan menentukan tercapai atau tidaknya tujuan yang dimiliki. Sampai saat ini, masih belum ada penelitian yang menjelaskan hubungan kompleks antara motivasi dan upaya pencarian umpan balik dan antara strategi belajar dengan upaya pencarian umpan balik. Oleh karena itu, penelitian ini bertujuan untuk menilai upaya pencarian umpan balik pada mahasiswa tingkat 3 Fakultas Kedokteran Universitas Indonesia ditinjau dari motivasi dan strategi belajar. Metode Penelitian ini merupakan penelitian mixed methods dengan desain sequential explanatory: rancangan analitik menggunakan desain potong lintang (cross-sectional) untuk komponen kuantitatif. Selanjutnya, pendekatan kualitatif menggunakan desain studi fenomenologi dengan tujuan mengeksplorasi pengalaman individu mahasiswa terkait pencarian umpan balik. Pengumpulan data di tahap ini dikumpulkan melalui Focus Group Discussion (FGD). Setelah pengumpulan data, dilakukan member checking dan analisis tematik berdasarkan transkripsi FGD yang dilakukan secara verbatim. Hasil Berdasarkan hasil kuesioner, diperoleh total 108 responden dengan rata-rata mahasiswa memiliki motivasi tinggi dan strategi belajar sedang. Tidak ditemukan satupun mahasiswa dengan motivasi yang rendah. Hasil uji korelasi ditemukan adanya hubungan yang kuat antara motivasi dan strategi belajar. Dari analisis kualitatif, diperoleh dua tema besar, yaitu (1) Faktor-faktor yang mempengaruhi mahasiswa mencari umpan balik dan (2) Cara mahasiswa mencari umpan balik. Kesimpulan Motivasi dan strategi belajar mahasiswa memiliki hubungan yang kuat dan hal ini dapat mempengaruhi upaya pencarian umpan balik yang dilakukan oleh mahasiswa. Hasil studi ini menggarisbawahi pentingnya peningkatan lingkungan belajar yang kondusif, vi dukungan staf pengajar dan peran serta mahasiswa dalam mendukung proses belajar dan keberhasilan akademis mahasiswa. ......Introduction Feedback is one of the important interactions between teaching staff and students. In order to obtain feedback, students will go through a feedback-seeking process, which is done consciously to achieve the desired goals. There are several factors that influence the process such as motivation and learning strategies. Motivation and learning strategies have a significant impact on student performance, which will determine the goal achievement. To date, there is still limited research that explains the complex relationship between motivation and feedback-seeking effort as well as learning strategies and feedback-seeking efforts Therefore, this study aims to assess feedback- seeking behavior in 3rd year medical students in the Faculty of Medicine, University of Indonesia based on motivation and learning strategies. Method This study is a mixed methods research using a sequential explanatory design The quantitative part was conducted using a cross-sectional method. The qualitative approach was done with a phenomenological study design to explore the individual experiences of students in seeking feedback. Data collection was collected through Focus Group Discussions (FGDs). After data collection, member checking and thematic analysis was conducted based on the verbatim transcription of the FGD. Results Based on the questionnaire results, a total of 108 respondents were obtained with an average of students having high motivation and moderate learning strategies. No students with low motivation were found. The correlation test results revealed a strong relationship between motivation and learning strategies. From qualitative analysis, two major themes emerged: (1) Factors influencing students in seeking feedback, and (2) Ways in which students seek feedback. Conclusion The motivation and learning strategies of students have a strong correlation, and this can influence students' efforts in seeking feedback. The results of this study underscore the importance of improving a conducive learning environment, faculty support, and student engagement in supporting the learning process and academic success of students.

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The challenge to do more with less and in less time is the mantra of every organization. Accelerated learning is the training professionals answer to this business reality. This Infoline offers you a short course in the principles, process, and techniques of accelerated learning. You will learn how to use whole brain techniques that allow learners to acquire information and skills more efficiently and to retrieve, recall, or respond with confidence.

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Tujuan utama kajian ini ilah untuk mengenal pasti keberkesanan teknik pembelajaran 6 langkah iaitu langkah 'priview, question,read,retice, reflect dan review' (PQ4R) terhadap pemahaman membaca teks

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The objective of this research was to know: the effect of learning strategy, academic ability, as well as the interaction of learning strategy and academic ability on metacognitive ability and learning outcome. The statistic analysis used were Anacova and LSD. Learning strategy process consistency test was similarity test of regression equation. The conclusion of the research were: (1) learning strategy didn’t affect metacognitive ability, (2) learning strategy affected cognitive learning outcome, in this case multistrategy was the most constructive. (3) academic ability didn’t affect metacognition and cognitive learning outcome, (4) the interaction of learning strategy and academic ability did not affect metacognitive ability, but the best interaction was PBMP combine with Script with and academic ability, and (5) the interaction of learning strategy and academic ability did not affect cognitive learning outcome, but the best interaction was PBMP combine with TPS and low academic ability.

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This research was conducted in order to develop the teaching materials for teaching of students PBL and PBL+SM strategies for improving the learning achievement consisting of metacognitive awareness, problem solving skill, and subject matter master. For this purpose, there were 2 types of research, developmental and experimental research. Developmental research was to produce the valid and reliable teaching material. The experimental research was to test the effectiveness of the teaching material to the learning achievement.