THE EFFECT OF SELF DIRECTED LEARNING READINESS (SDLR) AND LEARNING APPROACH TOWARD MEDICAL STUDENT ACHIEVEMENT
Background: Learning approach and Self Directed Learning Readiness (SDLR) are important factors that influence student learning achievement. The world of medical education has experienced a paradigm shift from Teacher-Centered Learning (TCL) to Student-Centered Learning (SCL) that is applied through the Problem Based Learning (PBL) methods that expected the student to have the ability to learn independently or what is called Self Directed Learning (SDL). This study aimed to analyzed the effect of SDLR and learning approach on medical student achievement.
Methods : this study uses a cross-sectional design. The sample was students of the Faculty of Medicine, Swadaya Gunung Jati University, 2016, 2017 and 2018 as many as 181 people. The sampling technique uses stratified random sampling. Spearman test, chi-square test and linear regression test were used to analysed the effect of the age, SLDR and learning approach on medical student achievement
Results : The chi square test result in this study showed that age (P = 0.001; rs = 0.359), SDLR (P = 0.001; rs = 0.516) and the learning approach (P = 0.001; rs = 0.308) had a significant effect on medical students' learning achievement. However, there was no significant difference in the learning approach between 2016, 2017 and 2018 classes. The linear regression test results showed that SDLR was the most influential variable in the learning achievements of medical students.
Conclusions : Self Directed Learning Readiness (SDLR) and learning approach could be the effective learning methods. SDLR as the most effective method to increase the learning achievements of medical student could be applied on many medical schools.
Keywords : SDLR, learning approaches, learning achievement
How to Cite
Copyright (c) 2022 Each author(s) agree to transfer all copyrights and assign YAYASAN ALIANSI CENDEKIAWAN INDONESIA THAILAND, the Publisher of Proceedings of the International Conference on Applied Science and Health, for the full term of exclusive copyright and any extensions or renewals of that terms thereof throughout the world, including but not limited to publish, disseminate, transmit, store, translate, distribute, sell, republish and use the Contribution and material contained therein in print and electronic form of the journal and in other derivative works, in all languages and any form of media of expression available now or in the future and to license or permit others to do so.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Proceedings of the International Conference on Applied Science and Health is an open access following Creative Commons License Deed – Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0). Users are allowed to copy and redistribute the material in any medium or format as well as remix, transform, and build upon the material with one condition--appropriate credit is given to the journal.