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A Mixed-Method Study: Investigating the Impact of Different Learning Media on Undergraduate Students’ Knowledge, Performance, and Motivation in Physiology Courses | ||
| Journal of Advances in Medical Education & Professionalism | ||
| دوره 13، شماره 2، تیر 2025، صفحه 105-116 اصل مقاله (2.62 M) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30476/jamp.2025.104419.2056 | ||
| نویسندگان | ||
| ANDI ARIYANDY* 1؛ IRAWAN YUSUF1، 2؛ SURYANI AS’AD2؛ TENRI ESA3؛ ICHLAS NANANG AFANDI2؛ CITA N AKHMAD1؛ RINI R BACHTIAR1؛ ISHARYAH SUNARNO4؛ BUDU BUDU2، 5 | ||
| 1Department of Physiology, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia | ||
| 2Department of Medical Education, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia | ||
| 3Department of Clinical Pathology, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia | ||
| 4Department of Obstetrics and Gynecology, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia | ||
| 5Department of Ophthalmology, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia | ||
| چکیده | ||
| Introduction: Physiology encompasses examining the body’s everyday activities, which is crucial for understanding health before disease onset. The physiology course at Hasanuddin University is included in the biomedical science curriculum. Traditionally delivered via a teacher-centered methodology, this strategy frequently results in rote memorization. To resolve this, active learning methodologies utilizing many media enabled students to choose their preferred instructional tools and augment their knowledge and drive. This study seeks to evaluate the influence of different learning media on undergraduate students’ knowledge, presenting skills, and motivation in physiology courses. Methods: We executed a mixed-method study, including quantitative and qualitative approaches, utilizing a sequential explanatory design, wherein quantitative data was initially gathered. We proceeded with qualitative data collecting to elucidate and reinforce the previous findings. We engaged 100 students to assess their knowledge and presenting skills. The evaluative instruments employed were multiplechoice questions and assessment rubrics. To ascertain the reasons and motivations for student engagement in learning physiology, we engaged nine student respondents, categorizing them into three groups: active participants, neutral participants, and non-participants. We assessed the motivations for student learning engagement with a qualitative questionnaire, which was then complemented by Focus Group Discussion (FGD) interviews. Results: Findings indicated a greater involvement of female students (67%) and individuals from non-SBMPTN paths (62%). Most pupils favored PowerPoint (52%) and video (20%) as educational material. Substantial enhancements in posttest scores were observed following the utilization of these media. Researchers observed significant enhancements in posttest scores following presentations that utilized PowerPoint and video media (Wilcoxon, p<0.01). Students who presented the genitourinary system via video medium achieved superior scores compared to those who utilized PowerPoint (Mann-Whitney p=0.001, p<0.01). Qualitative studies indicated that active learning strategies enhanced student involvement and motivation, making learning more engaging and pleasurable. Conclusion: Active learning using specific media such as PowerPoint and video markedly improves knowledge, engagement, and motivation among students in physiology courses. | ||
تازه های تحقیق | ||
ANDI ARIYANDY (Google Scholar) | ||
| کلیدواژه‌ها | ||
| Active learning؛ Learning media؛ Knowledge؛ Performance؛ Motivation | ||
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