Disertasi

Pengembangan Program untuk Meningkatkan Self-Regulated Learning Mahasiswa Pendidikan Dokter Tahap Sarjana = Program Development to Improve Self-Regulated Learning Undergraduate Medical Education Students.

Self-regulated learning (SRL) adalah proses mengatur motivasi, kognisi, metakognisi dan perilaku untuk mencapai tujuan pembelajaran, memantau serta mengevaluasi pembelajaran. Salah satu metode untuk meningkatkan SRL adalah coaching, namun metode coaching hanya terbatas di area keterampilan klinis dan tidak mengevaluasi SRL mahasiswa. Tujuan penelitian ini adalah mengembangkan program peningkatan SRL mahasiswa dengan metode coaching pada mahasiswa pendidikan dokter tahap sarjana. Penelitian dilakukan di Program Studi Pendidikan Dokter Tahap Sarjana Fakultas Kedokteran Universitas Lampung tahun 2021 hingga 2024 menggunakan mixed methods. Tahap pertama dilakukan analisis kebutuhan secara kuantitatif dan kualitatif. Pendekatan kuantitatif dilakukan dengan survei menggunakan kuesioner motivated strategies for learning questionnaire (MSLQ) sedangkan pendekatan kualitatif menggunakan focus group discussion (FGD) dengan dosen dan wawancara dengan mahasiswa. Tahap kedua adalah penyusunan program berdasarkan hasil analisis kebutuhan dan tinjauan pustaka sehingga didapatkan program untuk meningkatkan SRL dengan coaching dan peer mentoring. Setelah itu, dibuat buku panduan kemudian divalidasi oleh panel ahli secara tertulis dan buku panduan diperbaiki. Tahap selanjutnya adalah uji coba program dengan desain pre-post test dan evaluasi secara kualitatif pada mahasiswa tahun kedua tahap sarjana selama 6 minggu. Analisis kebutuhan secara kuantitatif menunjukkan SRL mahasiswa tahap sarjana berada pada tingkat sedang dari skala 1–7 dengan respon rate 70,32% (346 dari 492 mahasiswa). Dari pendekatan kualitatif didapatkan faktor internal yang dominan adalah perubahan motivasi dan faktor eksternal adalah mahasiswa belajar kolaborasi, sistem online, kebutuhan mendapat dukungan dosen dan kakak tingkat. Kemudian dirumuskan menjadi program coaching dan peer mentoring selama 6 minggu yang dituangkan dalam buku panduan program kemudian divalidasi oleh 7 ahli pendidikan kedokteran dan 1 ahli psikologi. Sebelum intervensi program, dosen dilatih tentang coaching dan SRL dan mahasiswa peer mentor dilatih tentang peer mentor dan SRL. Tahap uji coba sebelum dan sesudah intervensi diikuti oleh 58 mahasiswa dan yang mengisi kuesioner setelah intervensi 41 orang (70,69%). Terdapat peningkatan skor MSLQ secara bermakna (p < 0,001). SRL mahasiswa pendidikan dokter tahap sarjana berada pada tingkat sedang dan dibutuhkan dukungan dari luar untuk meningkatkan SRL mahasiswa. Program peningkatan SRL dengan metode coaching dan peer mentoring dapat meningkatkan SRL mahasiswa pendidikan dokter tahap sarjana.
Kata kunci: coaching, GROW, mahasiswa pendidikan dokter tahap sarjana, peermentoring, program, self-regulated learning


Self-regulated learning (SRL) is the process of regulating motivation, cognition, metacognition, and behavior to achieve learning goals, monitor and evaluate learning. One method to improve SRL is coaching, but the coaching method is limited to the area of clinical skills and does not evaluate students' SRL. The purpose of this research was to develop a program to improve student SRL with coaching methods for undergraduate medical students. The research was conducted in the Undergraduate Level Medical Education Study Program, Faculty of Medicine, University of Lampung from 2021 to 2024 using mixed methods. The first stage was a quantitative and qualitative needs analysis. The quantitative approach was carried out by surveying using the motivated strategies learning questionnaire (MSLQ) while the qualitative approach used focus group discussions (FGD) with teachers and interviews with students. The second stage was the preparation of the program based on the results of the needs analysis and literature review so that a program was obtained to improve SRL with coaching and peer mentoring. After that, a guidebook was created and then validated by a panel of experts in writing, and the guidebook was corrected. The next stage was a program trial with a pre-post test design and qualitative evaluation on second-year undergraduate students for 6 weeks. Quantitative needs analysis showed that the SRL of undergraduate medical students was at a moderate level of 4.92 on a scale of 1 –7 with a response rate of 70.32% (346 out of 492 students). From the qualitative approach, the dominant internal factor was a change in motivation and the external factor was student learning collaboration, an online system, and the need to get support from teachers and seniors. It was formulated that the support program to improve SRL was to maintain motivation, learn collaboration and support from teachers and then formulated into a coaching and peer mentoring program for 6 weeks which was outlined in the program guidebook and then validated by 7 medical education experts and 1 psychologist. The trial stage before and after the intervention was attended by 58 students who filled out a questionnaire after the intervention of 41 students (70.69%). There was a significant increase in MSLQ scores (p < 0.001). Conclusion. SRL for undergraduate medical students was at a moderate level and needed external support to improve student’s SRL. Programs with coaching and peer mentoring could improve the SRL of undergraduate medical students.
Keywords: coaching, GROW, peer-mentoring, program, self-regulated learning, undergraduate medical students