PEMBERIAN FEEDBACK SELAMA PEMBELAJARAN ONLINE PADA MAHASISWA FAKULTAS KEDOKTERAN UNIVERSITAS ABDURRAB PEKANBARU

Huda Marlina Wati; Juwaidah Hasibuan

doi:10.36341/cmj.v6i2.3315

Huda Marlina Wati Universitas Abdurrab
Juwaidah Hasibuan Universitas Abdurrab

: https://doi.org/10.36341/cmj.v6i2.3315

Abstract

Formative exams aim to improve learning processes and methods. From the data that has been obtained, summative test scores are influenced by formative exams. The purpose of the formative exam is to provide feedback in order to achieve these learning goals. During online learning students of the abdurrab university medical school conduct formative exams on each module. This study aims to find out how the effectiveness of formative exams by providing feedback during online learning to students of the Faculty of Medicine, Abdurrab University Pekanbaru. The method used in the study was quasi-experimental with a posttest only control group design. Sampling techniques by means of total sampling and different tests using Mann Whitney. The results of the study found that there was a significant difference between students' perceptions of formative exams given feedback and without giving feedback to students of the Faculty of Medicine, Abdurrab University Pekanbaru. The results of the correlation test obtained a p value of 0.000. There is a significant difference between students' perceptions of formative exams given feedback and without feedback.

Downloads

Download data is not yet available.

Keywords: Feedback, Online Class, Formative Test

References

[1] C. Sohrabi et al., “Organisasi Kesehatan Dunia Menyatakan Darurat Global : Tinjauan Tentang Novel Coronavirus ( COVID-19 ),” 2019.
[2] A. Hutauruk and R. Sidabutar, “Kendala Pembelajaran Daring Selama Masa Pandemi di Kalangan Mahasiswa Pendidikan Matematika : Kajian Kualitatif Deskriptif,” J. Math. Educ. Appl., vol. 02, no. 01, pp. 45–51, 2020.
[3] P. Thangaraj, “Concept of Formative Assessment and Strategies for its Effective Implementation Under Competency-Based Medical Education : A Review,” Natl. J. Res. Community Med., vol. 10, no. January, pp. 016–024, 2021, doi: 10.26727/NJRCM.2021.10.1.016-024.
[4] H. Batool, U. Asim, S. I. A. SHAH, and A. S. CHUGHTAI, “Formative Assessment As a Performance Predictor for Summative Assessment in Undergraduate Medical Students : a Comparative Corelational Analysis in the Subject of Pathology,” Biomedica, vol. 34, no. 3, p. 205, 2018.
[5] S. F. Selegi, “Model Evaluasi Formatif-Sumatif Terhadap Motivasi Belajar Mahasiswa Pada Mata Kuliah Perencanaan Pengajaran Geografi,” no. November, 2020, doi: 10.31219/osf.io/asnjr.
[6] R. H. Darwis, “Efektivitas Pemberian Tes Formatif Dengan Umpan Balik Terhadap Hasil Belajar Statistik Deskriptif,” J. Pendidik. Mat., vol. 1, no. 2, p. 37, 2017, doi: 10.31100/histogram.v1i1.22.
[7] H. Okta, “Penerapan Tes Formatif dalam Pembelajaran Pendidikan Agama Islam di SMPN 1 Pulau Panggung Kabupaten Tanggamus,” Angew. Chemie Int. Ed. 6, pp. 951–952, 2019.
[8] M. I. Sari, R. Lisiswanti, D. Oktaria, B. P. Kedokteran, F. Kedokteran, and U. Lampung, “Pembelajaran di Fakultas Kedokteran : Pengenala bagi Mahasiswa Baru,” J. Kedokt. UNILA, vol. 1, pp. 399–403, 2016.
[9] M. S. Slamet, “Pengaruh Bentuk Tes Formatif Assosiasi Pilihan Ganda Dengan Reward Dan Punishment Score Pada Pembelajaran Matematika Siswa Sma,” Infin. J., vol. 3, no. 1, p. 59, 2014, doi: 10.22460/infinity.v3i1.39.
[10] S. Mohebi, M. Parham, G. Sharifirad, and Z. Gharlipour, “A new method of ‘student‑centered formative assessment’ and improving students’ performance: An effort in the health promotion of community,” no. January, pp. 1–6, 2018, doi: 10.4103/jehp.jehp.
[11] N. Begum, S. Hossain, and M. H. K. Talukder, “Influence of formative assessment on summative assessment in undergraduate medical students,” Bangladesh J. Med. Educ., vol. 4, no. 1, pp. 16–19, 2017, doi: 10.3329/bjme.v4i1.32191.
[12] T. S. Darungan, “Evaluasi Proses Pemberian Feedback di Tutorial Problem-Based Learning di Fakultas Kedokteran,” J. Pendidik. Kedokt. Indones. Indones. J. Med. Educ., vol. 5, no. 2, p. 88, 2019, doi: 10.22146/jpki.25320.