PENGARUH MODEL PEMBELAJARAN KOOPERATIF DAN TEKNIK PENILAIAN TERHADAP HASIL BELAJAR ANATOMI FISIOLOGI PERAWATAN DASAR DENGAN MENGONTROL PENGETAHUAN AWAL MAHASISWAf

Ribek, I Nyoman (2016) PENGARUH MODEL PEMBELAJARAN KOOPERATIF DAN TEKNIK PENILAIAN TERHADAP HASIL BELAJAR ANATOMI FISIOLOGI PERAWATAN DASAR DENGAN MENGONTROL PENGETAHUAN AWAL MAHASISWAf. Doctoral thesis, Poltekkes Kemenkes Denpasar.

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Abstract

THE EFFECT OF COOPERATIVE LEARNING MODEL AND TECHNIQUE OF ASSESSMENT ON BASIC CARE FOR PHYSIOLOGICAL ANATOMY LEARNING ACHIEVEMENT BY CONTROLLING STUDENTS’ PRIOR KNOWLEDGE NYOMAN RIBEK ABSTRACT This Study was aimed at finding out the effect of cooperative learning model and technique of assessment on the Basic Care for Physiological Anatomy learning achievement by controlling students’ prior knowledge. This study was a quasi experimental research using the 2x2 factorial design involving 80 students of the Department of Health Care of Politeknik Kesehatan Denpasar as the sample. The data were analyzed using analysis of covariance. After controlling prior knowledge, the result showed that (1) the Basic Care for Physiological Anatomy Learning achievement of the group of students who learned through the Jigsaw type Cooperative Learning model was higher than that of those who learned through the STAD type Cooperative Learning model (2) the Basic Care for Physiological Anatomy learning achievement of the group of students who were assessed by portfolio assessment was higher than that of those assessed by performance assessment,(3) there was an interaction effect between Cooperative Learning model and technique of assessment on the Basic Care for Physiological Anatomy learning achievement, (4) in the group of students who learned through the Jigsaw type Cooperative Learning model, the Basic Care for Physiological Anatomy learning achievement of the students who were assessed by portfolio assessment was higher than that of those who were assessed by performance assessment. (5) in the group of students who learned through the STAD type Cooperative Learning model, the Basic Care for Physiological Anatomy learning achievement of the students who were assessed by portfolio assessment technique was lower than that of those who were assessed by 3 performance assessment, (6) in the group of students who were assessed by portfolio assessment, the Basic Care for Physiological Anatomy learning achievement who learned through the Jigsaw Cooperative Learning model was higher than that of those who learned through the STAD type Cooperative Learning model, (7) in the group of students who were assessed by performance assessment, the Basic Care for Physiological anatomy learning achievement of those who learned through the Jigsaw type Cooperative Learning model was lower than that of those who learned through the STAD type Cooperative Learning model. In the light of the findings it can be inferred that to obtain an optimum level in the Basic Care for Physiological Anatomy learning achievement, beside selecting an appropriate learning model, the teacher should also use an appropriate technique of assessment. Keywords: cooperative learning model, technique of assessment, basic care for physiological anatomy learning achievement, prior knowledge

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