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Journal of Advances in Medical Education and Professionalism، جلد ۱۳، شماره ۲، صفحات ۱۰۵-۱۱۶
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عنوان انگلیسی A Mixed-Method Study: Investigating the Impact of Different Learning Media on Undergraduate Students’ Knowledge, Performance, and Motivation in Physiology Courses
چکیده انگلیسی مقاله 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.
کلیدواژه‌های انگلیسی مقاله Active Learning,Learning media,Knowledge,Performance,Motivation
نویسندگان مقاله ANDI ARIYANDY |
Department of Physiology, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia

IRAWAN YUSUF |
Department of Physiology, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia

SURYANI AS’AD |
Department of Medical Education, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia

TENRI ESA |
Department of Clinical Pathology, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia

ICHLAS NANANG AFANDI |
Department of Medical Education, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia

CITA N AKHMAD |
Department of Physiology, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia

RINI R BACHTIAR |
Department of Physiology, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia

ISHARYAH SUNARNO |
Department of Obstetrics and Gynecology, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia

BUDU BUDU |
Department of Medical Education, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia

نشانی اینترنتی https://jamp.sums.ac.ir/article_50830_2d60a85608032461fc13d7ea861da4fd.pdf
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