Age and Gender Based Differences in Self-Assessed Reflectionin-Learning Scale

Khan, Nawar; Saeed, Muammad; Yasmin, Rahila; Butt, Arshad Kamal; Khan, Ayyaz Ali

doi:10.25301/jpda.273.133

Cited by 4 publications

(6 citation statements)

References 22 publications

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“…This follows research from Wallman, Lindblad, Gustavsson, & Ring (2009), which found that gender did not affect reflection. In contrast to the results of research from Khan, Saeed, Yasmin, Butt, & Khan (2018) found that the female sex was more reflective than the male. Based on age, both the age groups of 21 -22 years, 23 -26 years, and 25 -26 years both have high critical reflective work behaviour.…”

Section: Resultscontrasting

confidence: 72%

Overview of Critical Reflective Work Behavior in Nursing Profession Students

FERNANDA

Susanti

Eriyani

2022

JNC

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Informal learning in the work/practice environment can be seen through critical reflective work behaviour, namely a series of activities to optimize individual and group practice. This study aims to describe critically reflective work behaviour (CRWB) and its dimensions, namely individual CRWB, CRWB in social interaction, openness to new findings and cross-checking information on internship nursing students of the Faculty of Nursing, Universitas Padjadjaran. This research design is descriptive quantitative with a modified critically reflective work behaviour questionnaire instrument. The instrument test is a content test through expert judgment, face validity on 23 respondents with good test results, construct test (r = 0.41), and reliability test (Cronbach's Alpha = 0.765). The study population was internship nursing students from the Faculty of Nursing, Padjadjaran University (N=208). A total sampling technique did sampling with a response rate of 74.5% (n=155). Ethics permit number 513/UN6.KEP/EC/2021 from the Research Ethics Commission of Padjadjaran University Bandung. The results showed that the nursing profession students of the Faculty of Nursing, Universitas Padjadjaran, tend to have high PKRK (56.1%). Social interaction is in the moderate category (69%). When viewed on each dimension, high results were also obtained on the individual CRWB dimension (77.4%), the openness dimension to new findings (56.8%), and the information cross-check dimension (72.9%). A high CRWB shows that students can adapt to changing circumstances and construct knowledge actively and personally. Suggestion: It pays attention to the peer evaluation method because it relates to the CRWB dimensions in social interactions, including sharing critical opinions, asking for input from others, challenging group thinking, and being open about one's mistakes.

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Section: Resultscontrasting

confidence: 72%

Overview of Critical Reflective Work Behavior in Nursing Profession Students

FERNANDA

Susanti

Eriyani

2022

JNC

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“…1,24 Girls are prominent in these tasks due to their high will power, persistent struggling quality and maturity proving to be in the lead. 25 On the other hand, Grant A and Sobral DT both researchers did not find any difference between gender and learning approach in their scientific research work. 8,9,11…”

Section: Discussionmentioning

confidence: 91%

An Updated Insight into Learning Approach of Government Sector Dental Students in Balochistan

Khan¹

2021

Proceedings S.Z.M.C

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Introduction: Learning approach is impacted by character attributes, domain of study, assignments assigned and requirements of medical/dental program. This helps in acquiring cognition through surface and deep learning that influences the amount and standard of learner’s acquisition of knowledge. Aims & Objectives: The objective of this work was to appraise Learning Approach (Deep or Surface Learning) of dental students at a public sector medical college. Place and duration of study: Bolan Medical College, Quetta, June-November 2016. Material & Methods: After ethical approval, a descriptive observational Census was conducted using RLS tool on 85 BDS (Bachelors of Dental Surgery) students at Bolan Medical College, Quetta. Data was collected on 14 RLS Likert scale variables and analyzed with SPSS version 20. Results: Eighty-five students participated in study; the response rate was 89.4%. Females constituted 72% of the participants with a mean composite RLS score of 64.26 ± 12.46. Highest mean score was noted for variable 6 (aware of learning task 6.07 + 1.46) with 85% reporting a positive attitude, followed by 71% on variable 14 (self-assess 5.36+ 1.95),68% on variable 12 (use capacity to reflect 5.24 + 1.66) and variable 8 (ponder for learning 5.24 + 1.59). Sixtyseven percent students were able to eliminate study related negative feelings. No statistically significant differences were found between genders and four academic years on all 14 items. Conclusion: BDS students demonstrated deep learning behavior through mitigating their negative thinking, memorizing learned material, self-assessment of their work and clarifying concepts by making association among themes to better understand the acquired knowledge and impression about subjects.

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“…Hasil penelitian yang dilakukan oleh Khan et al menunjukkan bahwa perempuan dan usia diatas 20 tahun memiliki tingkat refleksi diri yang lebih tinggi. 13 Selain itu, tingkat kemampuan refleksi diri juga dapat dipengaruhi oleh nilai atau performa akademik seseorang, motivasi dan respons dari pengajar. 3 Refleksi diri merupakan kemampuan yang harus dimiliki seorang dokter.…”

Section: Pendidikanunclassified

Tingkat Kemampuan Refleksi Diri Dalam Pembelajaran Mahasiswa Fakultas Kedokteran Universitas Tarumanagara

Made Ayu Adesty Cahya Puspita

2023

iqra_medical

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Self-reflection is one of the important components needed by a learner to be able to develop himself. In medical education, self-reflection is useful in preparing students to become professional doctors and ready for lifelong learning. This study aims to determine the level of self-reflection ability in student learning at the Faculty of Medicine, Tarumanagara University by using a reflection in learning scale questionnaire. This research is descriptive quantitative with a cross-sectional approach. Respondents were 148 people with 74 students at the academic stage and 74 students at the professional stage. The results showed that the highest self-reflection ability in learning was owned by the academic stage respondents, was mostly at the level of the "ample" category (50%), followed by "maximum" (35.1%), "partial" (12.2%), and “restricted” (2.7%). While the results of research on self-reflection ability in learning are mostly owned by professional stage respondents, they are at the level of the " ample " category (63.5%), followed by "maximum" (28.4%), "partial" (8.1%), and “restricted” (0%). In addition, several factors have the potential to influence self-reflection such as age, gender, academic performance, motivation, and teacher responses. The conclusion of this research is that the level of self-reflection ability in student learning at the Faculty of Medicine, Tarumanagara University is at the “ample” category level.

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Age and Gender Based Differences in Self-Assessed Reflectionin-Learning Scale

Cited by 4 publications

References 22 publications

Overview of Critical Reflective Work Behavior in Nursing Profession Students

Overview of Critical Reflective Work Behavior in Nursing Profession Students

An Updated Insight into Learning Approach of Government Sector Dental Students in Balochistan

Tingkat Kemampuan Refleksi Diri Dalam Pembelajaran Mahasiswa Fakultas Kedokteran Universitas Tarumanagara

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