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Abstrak :
Generally we do not know about the presence of the barrier that cause the children, students, or patients to have dyslexia, i.c. difficulties in learning abilities on writing, spelling, speaking and counting. Physicians and dentists also face some difficulties in treating them, and sufferers are often improperly treated. At home they may be treated as if they had a physical defect, and in the school as if they were dull-witted students. Dyslexia has the characteristic of continually adhering to the patient until adult and then old age. There is no prevention for this condition, but the patient can be helped by excavating their existing potential. However, for this purpose it is necessary that the parentsm educators, physicians, dentists, helpers, and people in general are aware about dyslexia.

Abstrak :
Latar belakang: Seorang mahasiswa kedokteran harus memiliki kemampuan sebagai pembelajar dewasa yang mawas diri dan mampu belajar sepanjang hayat. Demi menciptakan hal tersebut, strategi pembelajaran yang digunakan saat ini di pendidikan kedokteran yaitu Student Centered Learning (SCL) dengan salah satu pendekatannya Problem Based Learning (PBL). Pada proses PBL mahasiswa dituntut untuk dapat mengatur dirinya dalam pembelajaran atau memiliki kemampuan Self-regulated Learning (SRL) untuk mencapai tujuan pembelajaran. Terdapat strategi yang dapat dilakukan untuk melatih kemampuan SRL dalam PBL. Tujuan: Penelitian ini bertujuan untuk mengeksplorasi implementasi SRL pada PBL dan faktor yang mempengaruhinya. Metode: Penelitian ini menggunakan metode penelitian kualitatif dengan pendekatan studi kasus. Responden diambil dengan teknik maximum variation sampling. Sebanyak enam FGD mahasiswa dan tiga FGD staf pengajar dilaksanakan untuk mengeksplorasi implementasi SRL pada PBL. Sebagai triangulasi data dilakukan enam observasi proses PBL. Hasil: Hasil penelitian didapatkan SRL diimplementasikan secara terintegrasi dengan proses PBL. Terdapat usaha staf pengajar atau institusi dan mahasiswa dalam mengimplementasikan SRL. Usaha staf pengajar yang teridentifikasi yaitu menganalisis tugas sebagai bentuk persiapan, menyelenggarakan assessment for learning, memberikan umpan balik dan beberapa peran staf sebagai fasilitator, memberikan dorongan positif, memonitor mahasiswa, dan melakukan intervensi strategi belajar. Usaha yang dilakukan oleh mahasiswa antara lain analisis tugas, memiliki orientasi tujuan, dapat memonitor proses belajarnya, mencari bantuan orang lain, memiliki motivasi, menetapkan strategi belajar terbaik, menetapkan suasana belajar dan melakukan self-assessment. Terdapat faktor lain yang dapat mempengaruhi implementasi SRL dalam PBL misalnya skenario, materi, capaian pembelajaran, keberadaan teman dalam proses PBL, karakteristik staf pengajar, dan karakteristik mahasiswa. Kesimpulan: SRL diimplementasikan dalam pendekatan PBL dengan adanya peran serta staf pengajar, institusi dan mahasiswa, sehingga PBL dapat dimanfaatkan untuk melatih kemampuan SRL mahasiswa agar mampu belajar sepanjang hayat ......Background: A medical student should have an ability to be an adult learner who applies self-introspection and long-life learning. To achieve that goal, one of the current strategies used in medical education is Student Centered Learning (SCL) with Problem Based Learning (PBL) approach. In PBL process, the students are required to have Self-regulated Learning (SRL) capability to achieve their goal. There are strategies that can be applied to practice SRL ability. Aims: This study is aimed to explore the implementation of SRL on PBL and their influencing factors. Methods: This study used a qualitative method with case study approach. Respondents were taken by maximum variation sampling method. Six student FGDs and three teacher FGDs were conducted to explore the implementation of SRL on PBL. As a triangulated data, six PBL processes were observed. Results: The study showed that SRL was integrated into the PBL process. Both teachers or institution and students had their own roles. The roles of teacher identified were analyzing the students’ tasks as a form of preparation, conducting assessment for learning, giving feedback, facilitating the students, encouraging in a positive way, monitoring the students, and intervening learning strategies. The roles of students were analyzing task, determining goal orientation, monitoring their learning process, help-seeking, creating self-motivation, determining the best learning strategies and learning environment, and conducting self-assessment. There were other factors which could influence SRL on PBL such as scenario, learning materials, learning outcomes, availability of peers, characteristics of teachers and students. Conclusion: SRL is implemented on PBL approach supported by the roles of teachers, institution, and students so that PBL could be utilized to train students’ SRL ability, so that students can have lifelong learning

Abstrak :
Latar belakang: Strategi problem based learning pada kurikulum berbasis kompetensi didasari atas adult learning theory, dimana salah satu ciri dari adult learning adalah self directed learning. Kemampuan self directed learning perlu diberikan dan dilatih, agar siswa kelak lulus nanti dapat mengembangkan keilmuannya. Melihat pentingnya self directed learning, maka perlu adanya suatu gambaran bagaimana penerapan self directed learning pada kegiatan mandiri oleh para siswa kita serta faktor yang berhubungan dengannya. Metoda: Penelitian ini menggunakan disain potong lintang. Subyek dari penelitian ini adalah 266 mahasiswa semester 3 FK UKRIDA. Instrument yang dipakai untuk pengumpulan data terdiri dari 3 kuesioner, yaitu: kuesioner penerapan self directed learning, motivasi dan pemanfaatan waktu pada kegiatan mandiri. Hasil data yang diperoleh dianalisis dengan menggunakan chi square lest. Hasil: Penerapan self direcled learning didalam PBL diterapkan oleh 68% mahasiswa, 71,8% mahasiswa mempunyai motivasi baik, tetapi hanya 28,2% yang memanfaatkan waktu pada kegiatan mandiri. Kesimpulan: Adanya hubungan yang bermakna antara mahasiswa yang menerapkan self directed learning dengan motivasi belajar, pemanfaatan waktu pada kegiatan mandiri. ......Background: Problem based learning strategy in competency based curriculum was based on adult learning theory which is characterized by self directed learning. Student should be trained self directed learning. so after graduation they could develop their knowledge. Due to the importance of self directed learning, it is necessery to know the process of self directed learning and factors related to it. Method: A cross sectional design has been conducted among 266 third semester medical student at University of Ukrida. Three questionaires were used to collect data related to self directed learning, motivation and time management. Data were analize using chi square test. Result: Self directed learning in the PBL session was done by 68% of students, 71,8% has a good motivation, however only 28.2% used the time allocated in the PBL. Conclusion: Motivation, time management were found significantly related to self directed learning.

Abstrak :
Topic in health sciences such as physiology, anatomy and myology make student in penjasokes study program less interested due to lack of knowledge or teaching methode that used in learning those materials. Nowaday learning system in almost every higher education in Indonesia still one - directional have character, namely lesson giving by lecturer....