Improving Project Based Learning (PBL) Learning Methods
Activities and Results of Students Learning Students of Nursing
Faculty
Yulastri Arif, Zifriyanthi Minanda Putri, Dewi Murni and Esthika Maisa
Faculty of Nursing, Universitas Andalas, Padang, Indonesia
Keywords: Learning, Project Based Learning, Management Nursing.
Abstract: Aim research this is for increased activity and satisfaction of college students on the eyes lecture management
nursing. This research is research action class use two cycle. Every cycle the researcher do four stage that is
implementation, action, observation and reflection. Subject of this research is college students even semester
nursing faculty 2018. Source of data derived from college student through observation, test writing,
questionnaire and study document. Data analysis techniques used descriptive qualitative. Results of this
research showing enhancement average activity college student amounting to 7.6 points, while result of
cognitive study in the category ≥85-100 increases as big as 30.72 %. So it can be concluded that method
learning project based learning effective for increase liveliness and results learn cognitive college student in
learning course management nursing, so it need applied to the others courses at the Faculty Nursing.
1 INTRODUCTION
Course of management nursing is a compulsory
subject in the curriculum education high nursing in
Indonesia. Achievements learning course this is
students able to to be leader and manager nursing in
give care nursing to client (AIPNI, 2016). In order to
achieve learning could reached, then needed activity
student, one of the model Learning suspected could
facilitate activity college student is a learning model
project based learning.
Teaching project based learning is a learning
model centered on students. This learning model is
very challenging and demanding students to design,
solve problems, make decisions, conduct
investigative activities, and provide opportunities for
students to be directly involved (Siwa, 2013). The
advantages of the learning model is emphasized
aspect cooperation so that capable students. Students
who less academic and high academic ability can
work and study together in completing lecture tasks
and generate product, presentation or performance /
performance good (2009) Fragouli. According to
Wena (2011) this learning model not only produce
product , but also motivates students to reflect
Satisfaction they to what is learned in a real project
(Wena, 2011).
Look in the mirror from various literature and
results research related learning models project based
learning , then achievements nursing management
courses very suitable use this model because in
addition to understanding the concept management
nursing student also need real experience in managing
nursing care management compared with
conventional for as long as this done .
2 METHODS
The kind of this research is classroom action research
(CAR). CAR is carried out through two cycles. Every
cycle consists of four stages of PTK are planning,
implementing, observing and reflecting. Subject of
this research is students of bachelor Nursing Faculty
Nursing University Andalas who took it Management
Nursing course in even semester in 2018 as many as
56 students. The data from this study are descriptive
data from the implementation of learning in the form
of data collection activity learning and satisfaction the
lessons learned process through observation sheets
and satisfaction instruments. Validity and reliability
from satisfaction instruments already proven valid
and reliable.
160
Arif, Y., Putri, Z., Murni, D. and Maisa, E.
Improving Project Based Learning ( PBL) Learning Methods Activities and Results of Students Learning Students of Nursing Faculty.
DOI: 10.5220/0008682101600163
In Improving Educational Quality Toward International Standard (ICED-QA 2018), pages 160-163
ISBN: 978-989-758-392-6
Copyright
c
2019 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
3 RESULTS
Before implementing the action, the researcher
evaluates to quality learning eye lecture Management
Nursing in even semester in 2017 use PDCA
approach . This activity aims to find out the problems
that occur in the achievement of learning process.
From activities evaluation it was found that: 1) less of
student understanding in instructions assignment to
RPS Courses Management Nursing, 2) Ability
pedagogic team lecturer vary, pedagogic senior
lecturer very good and lecturer young pedogogically
very weak so that have an impact to Satisfaction
learning, 3) Method learning classical less able to
reach competence of course,in need activity students,
4) Learning outcomes not yet maximum ( mean = 78)
because not all competence course suitable rated with
exam write. H Outcome evaluation above showing
that learning management nursing still centered on
the dominating lecturer in the learning process.
Following presented results observation activity learn
students on the cycle I and II implementation action
and Satisfaction learn college student before and after
the application of the project based learning model to
the eye lecture Management Nursing .
3.1 Activeness College Student in the
Learning Process of Project Based
Learning Model Cycle I and Cycle
II
For rate activity individual in discussion, presentation
and finishing project rated through self evaluatio. Self
evaluation component has seven assessment items
includes : a) Role and on making paper, b) Ability
search library, c) Work together in settlement
assignment, d) Insured answer complete his duty, e)
Insured answer complete the assignment , f)
Preparation materials consultation, and g) Role and
on presentations. Self assessment evaluation this
involving 56 students who followed lecture even
semester management 2018. By complete results
observation activity college student bus a seen in
tabel.1.
Table 1. Average Activity Results Individual in Learning Project Based Learning First cycle.
Activeness of college student
Average
Value
Mak -Min
Role and on making paper
81.6
79-82
Ability search literature
85.1
81-87
Work same in settlement task
75.2
72-77
To bear answer complete his job
78.7
75-82
Activeness / role and when discussion dalarn group
80.3
82-89
Preparation ingredients consultation
75.4
78-83
Role and on presentations
79.8
75-84
Average activity college student
79.4
7 2 -89
Table 2. Average Activity Results Individual in Learning Project Based Learning Cycle II.
Activeness of college student
Average
Role and on making paper
86.1
Ability search literature
86.5
Work same in settlement task
85.1
To bear answer complete his job
87.2
Activeness / role and when discussion within
group
88.4
Preparation ingredients consultation
87.4
Role and on presentations
85.7
Average activity college student
86.6
Improving Project Based Learning ( PBL) Learning Methods Activities and Results of Students Learning Students of Nursing Faculty
161
Table 1 shows more from half college student
active in learning model of project-based learning.
Average activity highest is on activity search library,
while the lowest is on activity cooperate.
3.2 Activeness College Student in the
Learning Process Model Project
Based Learning Cycle II
Methods and instruments observation to students
activity in the second cycle the same with observation
cycle II, the difference only contained in the way
implementation cycle II already repaired based on
results reflection on the cycle I. In complete results
observation could seen in table 3.
Table 2 show more in part big college student
active in learning model of project-based learning.
Average highest activeness is on activity when
discuss , while the lowest is on activity cooperate.
Figrure 1 shows development success action seen
from activity student, d IMANA happen enhancement
average activity students at all aspect assessment after
applied learning model project based learning .
Learning outcomes cognitive college student
course Management Nursing before project based
learning model of learning is the result data learn
cognitive college student odd semester in 2017
involved 59 students , where the learning process was
still use way conventional . in complete results learn
cognitive could seen in table 3.
Table 3. Distribution Frequency of Learning Outcomes
Course Management Nursing Before Using PBL.
Exam Results Middle
and End
f
% Of
≥85-100
4
6.78
≥80-85
27
45.76
≥75-80
26
44.07
≥70-75
2
3.39
Table 3. shows proportion results learn college
student biggest there is the value ≥80-85 and ≥75-80
Learning outcomes cognitive college student be
measured through exam middle and end of the
semester. Method measurement use question written
to 56 students who followed lecture management
nursing with the project based learning model. in
complete results cognitive this could seen in table 4.
Table 4. Distribution Frequency of Learning Outcomes
Course Management Nursing After PBL.
Test Results
Middle and End
f
%
≥85-100
21
37.5
≥80-85
24
42.9
≥75-80
11
19.6
≥70-75
-
-
Fig. 1. Project Based Learning Comparison.
ICED-QA 2018 - International Conference On Education Development And Quality Assurance
162
Table 4. show proportion results learn college
student biggest No on 85 ≥80- value.
Figure 2 shows enhancement results learn
cognitive in the category ≥85-100 after
implementation of learning models project based
learning around 30.72 % .
4 CONCLUSIONS
Based on the research results the application of the
learning model project Based Learning on
Management nursing Course can be concluded that:
1) Learning model this can increase the average
activity learn college student amounting to 7.9 points
especially in activity cooperate and consult with team
lecturer instructor, 2) Learning model can increase
results of learning cognitive college student reach
value ≥85-100 or A value of 30.72%. 3) Learning
model Project Based Learning could decrease number
no graduates college student with Graduated limit
value C.
ACKNOWLEDGMENT
The author would like to thank the infinite to our
students 2017/2018 Which have been helpful in
resolving the early stages of research, both, in the
form of motivation, support and funding.
REFERENCES
AIPNI. Kurikulum Inti Pendidikan Ners Indonesia. 2016.
Fragouli, Evaggelia. Emotional intelligence and change: a
new approach through self directed learning and
incorporation of imagined interactions. Int. J. Decision
Sciences, Risk and Management. 2009. Vol. 1, Nos. 1/2.
Siwa, IB. , IW. Muderawan, IN. Tika. Pengaruh
pembelajaran Berbasis Proyek Dalam pembelajaran
Kimia Tewrhadap Keterampilan Proses Sains Ditinjau
Dari Gaya Kognitif Siswa. 2013. Vol. 3.113.
Wena., Made. Strategi Pembelajaran Inovatif Kontemporer
: Suatu Tinjauan Konseptual Operasional. Jakarta:
Bumi Aksara. 2012.
Fig. 2. Project Based Learning Comparison Before and After.
Improving Project Based Learning ( PBL) Learning Methods Activities and Results of Students Learning Students of Nursing Faculty
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