Problem-Based Learning in Reflective Pedagogy Paradigm: Innovative Learning in Pharmaceutical Care

Ts, Hartayu; Wijoyo, J; Donowati, Maria Wisnu

doi:10.5530/jyp.2018.2s.1

Cited by 2 publications

(2 citation statements)

References 4 publications

(5 reference statements)

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“…Ini dikarenakan, RPP menjadi panduan guru saat melaksanakan proses belajar mengajar baik yang ditinjau dari tujuan, kegiatan, maupun evaluasi pembelajarannya. Maka dari itu, RPP yang dibuat guru harus bersifat aplikatif dan sederhana (Hartayu et al, 2018;Maharani et al, 2021) sehingga mampu mewujudkan pembelajaran yang bermakna. Begitu pula, RPP yang dibuat harus menyesuaikan dengan dinamika proses pembelajaran sehingga terbukti relevansinya sebagai pemandu guru melaksanakan kegiatan belajar mengajar.…”

Section: Pendahuluanunclassified

Analisis Penyederhanaan Rencana Pelaksanaan Pembelajaran Fisika SMA

Ari Winangun

2022

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The Lesson Plan (RPP) is a very important component as a guide for the teaching and learning process. Therefore, the designed RPP must be adaptive, applicable, and simple. This is the basis for carrying out research that aims to describe the simplification of lesson plans according to the Circular of the Minister of Education and Culture Number 14 of 2019 in physics learning in terms of structure, content, and alignment aspects. This study uses a qualitative method. The subjects of this study were public and private high school teachers in Karangasem Regency who were taken by purposive sampling as many as 5 teacher informants who had been certified at 4 schools. The data analysis technique was carried out through the study of the Lesson Plan (RPP) document of the subjects and the relevant literature review so that the results of the analysis and submission of recommendations were obtained. The results of this study indicate that: (i) most physics teachers do not simplify the lesson plans according to the Circular of the Minister of Education and Culture Number 14 of 2019; (ii) the RPP designed by all physics teachers is appropriate in terms of the depth of the material, learning techniques, and time allocation, but there are RPPs that do not show the learning mode applied, namely online or face-to-face; and (iii) most teachers are not able to adjust the learning objectives to the assessment to be carried out.

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Section: Pendahuluanunclassified

Analisis Penyederhanaan Rencana Pelaksanaan Pembelajaran Fisika SMA

Ari Winangun

2022

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“…The novelty of this research is the use of the OSCE-based assessment method as an adaptive effort to the Indonesian Pharmacist Competency Test with the OSCE method, which in 2023 will be a summative test for student graduation (Maudiarti et al, 2018). Several studies that have been carried out related to the use of the problem-based learning (PBL) method in pharmaceutical care learning innovations have been proven to have increased students' critical thinking and their learning collaboration (Hartayu et al, 2018); OSCE methods have good validity and reliability (Kristina & Wijoyo, 2018).…”

Section: Introductionmentioning

confidence: 99%

Development of objective structured clinical examination-based assessment methods in drug information services lectures

Wijoyo

Christasani

2023

Pharm Educ

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Background: Research has been carried out on the development of objective structured clinical examination OSCE-based assessment methods in Drug Information Services lectures. Objective: This study aims to prepare the assessment, and teaching-learning methods to improve student competence. Method: This research was conducted in three stages, 1) development of the assessment method; 2) development of the syllabus for Drug Information Services lectures; and 3) trial of the assessment method. For the assessment method and syllabus, validation was carried out by experts based on rubric evaluation. As a benchmark for the acceptance of a limited trial, the value is 56.00. The research subjects were 36 undergraduate students of Sanata Dharma University (SDU). Result: The results of the study show that: 1) the assessment method and syllabus have been declared valid by the experts; 2) a limited trial of the assessment method, resulting in an assessment range between 56.39- 75.69. Conclusion: Based on this research, a valid assessment and teaching-learning method has been produced, and in line with the quality of OSCE-based examination as a national standard, so that they can be used in the next lecture in the 2020/2021 term.

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Problem-Based Learning in Reflective Pedagogy Paradigm: Innovative Learning in Pharmaceutical Care

Cited by 2 publications

References 4 publications

Analisis Penyederhanaan Rencana Pelaksanaan Pembelajaran Fisika SMA

Analisis Penyederhanaan Rencana Pelaksanaan Pembelajaran Fisika SMA

Development of objective structured clinical examination-based assessment methods in drug information services lectures

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