Tesis

Eksplorasi Peran Peer Feedback pada Mahasiswa Kedokteran Tahap Akademik: Studi Kualitatif di Fakultas Kedokteran Universitas Hasanuddin = Exploring the Role of Peer Feedback among Medical Students during the Academic Phase: A Qualitative Study at the Faculty of Medicine, Hasanuddin University.

Pendahuluan: Pembelajaran tahap akademik pendidikan kedokteran semakin menekankan pembelajaran aktif dan kolaboratif. Pada konteks ini, peer feedback berpotensi menjadi sumber umpan balik yang sering muncul dalam interaksi mahasiswa, namun kajian mengenai peran dan penerapannya pada tahap akademik di Indonesia masih terbatas. Metode: Penelitian kualitatif dengan pendekatan fenomenologi dilakukan di Fakultas Kedokteran Universitas Hasanuddin, Makassar pada Oktober 2024. Data dikumpulkan melalui tiga Focus Group Discussion (FGD) (30 mahasiswa tahap akademik (tahun 1 –3)) dan wawancara semi-terstruktur (3 staf pengajar tahap akademik) menggunakan maximum variation sampling (tahun akademik, IPK, dan jenis kelamin). Seluruh rekaman ditranskripsi verbatim dan dianalisis menggunakan analisis tematik. Hasil penelitian: Teridentifikasi lima tema utama: (1) fungsi dan manfaat peer feedback (klarifikasi konsep pada pembelajaran aktif, refleksi diri, motivasi, pengembangan diri, dan bahan evaluasi bagi staf pengajar); (2) proses dan karakteristik peer feedback (sumber dominan dari sesama mahasiswa, lebih efektif pada kelompok kecil/CSL dan situasi informal, dipengaruhi cara penyampaian, penerimaan, serta peran fasilitasi staf pengajar); (3) konten dan aspek yang dapat dinilai (profesionalisme, komunikasi, keterampilan klinik—dengan kebutuhan observasi langsung dan kriteria penilaian); (4) faktor yang mempengaruhi efektivitas (social–cognitive congruence, perbedaan persepsi, prior knowledge dan karakter pribadi, serta tantangan emosional dan komunikasi); (5) peer feedback sebagai asesmen (lebih tepat formatif; penggunaan bernilai menimbulkan isu validitas–reliabilitas dan kebutuhan rubrik, akuntabilitas, serta mekanisme klarifikasi). Kesimpulan: Peer feedback merupakan mekanisme pembelajaran yang bermakna pada tahap akademik dan bersifat komplementer dengan feedback staf pengajar. Efektivitasnya ditentukan oleh konteks, relasi sosial-kognitif, serta dukungan fasilitasi. Peer feedback paling kuat diposisikan sebagai asesmen formatif; jika digunakan dalam asesmen bernilai, diperlukan desain dan pengendalian mutu yang ketat.
Kata Kunci: peer feedback; pendidikan kedokteran; tahap akademik (pre-klinik); pembelajaran kolaboratif; asesmen formatif; feedback literacy.


Introduction: Pre-clinical medical education increasingly relies on active and collaborative learning. Within this context, peer feedback may serve as a frequent and accessible source of feedback; however, evidence on its roles and implementation among Indonesian pre-clinical medical students remains limited. Methods: A phenomenological qualitative study was conducted at the Faculty of Medicine, Hasanuddin University, Makassar, in October 2024. Data were collected through three focus group discussions involving 30 undergraduate medical students (years 1 –3) and semistructured interviews with three academic staff members. Participants were selected using maximum variation sampling based on academic year, grade point average (GPA), and gender. Audio recordings were transcribed verbatim and analyzed using thematic analysis. Results: Five major themes emerged: (1) functions and benefits of peer feedback (concept clarification in active learning, self-reflection, motivation, personal development, and information for faculty evaluation); (2) processes and characteristics (peer feedback predominantly comes from fellow students, is perceived as most effective in small groups/clinical skills laboratory and informal settings, and is shaped by delivery, uptake, and faculty facilitation); (3) assessable content (professionalism, communication, and clinical skills, requiring direct observation and clear criteria); (4) factors influencing effectiveness (social and cognitive congruence, differences in interpretation, prior knowledge and personal traits, and emotional/communication challenges); (5) peer feedback as assessment (best positioned as formative; high-stakes use raises validityreliability concerns and requires rubrics, accountability, and clarification mechanisms). Conclusion: Peer feedback is a meaningful learning mechanism in the pre-clinical phase and complements faculty feedback. Its effectiveness is contingent on context, sociocognitive relationships, and facilitation. Peer feedback is most appropriate for formative assessment; if used for high-stakes purposes, a well-structured design and quality assurance are required.
Keyword: peer feedback; medical education; pre-clinical students; collaborative learning; formative assessment; feedback literacy.