PENGARUH STRATEGI INSTRUKSIONAL DAN JENIS KELAMIN MAHASISWA KEDOKTERAN TERHADAP PRESTASI BELAJAR ETIK KEDOKTERAN Eksperimen di Fakultas Kedokteran Universitas Tarumanagara

Abstract

The Effects of Instructional Strategy and Sex of the Medical Students upon the Students Learning Achievement in Medical Ethics. An Experiment at the School of Medicine, Tarumanagara University. The purpose of this experiment was to obtain information regarding the influence of the differences between instructional strategies and between sexes of the medical students upon the students’ learning achievement in medical ethics. The strategies being compared were that which was specifically designed to teach medical ethics and that which was already in common use for the same purpose. The former was developed and constructed based on learning and instructional theories with the specific purpose to develop and enhance the medical students intellectual and moral competencies which are needed to identify and to resolve ethical problems in the practice of medicine with due responsibility. The latter was the teaching-learning strategy which was already in common use in the teaching of medical ethics. The experiment was conducted at the School of Medicine, Tarumanagara University, Jakarta, during the 2004/2005 academic year, with 158 junior clerks as sample, which consisted of 98 male and 60 female students. They were further divided evenly at random into treatment and control groups. The experiment used factorial design 2 X 2. Data were obtained from the final test which measured learning achievement in medical ethics, using criterion-referenced-instruments. Analysis of Variance followed by Tukey and Scheffe Test with a level of significance of 0.05 was employed to test the significance of the results. The experiment concluded that as a whole, the learning achievement in medical ethics studied through specific instructional strategy (X = 78.76 and sx = 16.33) was superior to the one studied through instructional strategy in common use (X = 50.78 and sx = 11.43). The achievement of male students in medical ethics studied through specific instructional strategy (X = 76.76 and sx = 17.41) was superior to the one studied through instructional strategy in common use (X = 47.57 and sx = 11.89). The achievement of female students in medical ethics studied through specific instructional strategy (X = 82.02 and sx = 16.16) was superior to the one studied through instructional strategy in common use (X = 56.04 and sx = 10.73). No significant differ-studied medical ethics through instructional strategy in common use, the learning achievement in medical ethics of female students was superior to that of male students