Students' Approaches to Learning (SAL) in a Curriculum Problem-Based Learning and Non-Problem-Based Learning

DOI

10.2991/hsic-17.2017.64How to use a DOI?

Keywords

Approach To Learning, Nursing, Student, Problem-Based Learning, Curriculum, Non- Problem Based Learning

Abstract

Problem-based learning is learning where the results of the work process to understand and solve a problem. Study on approach to learning student / students' approaches to learning (SAL) and problem-based learning (PBL) has been observed internationally. However, there is no published research on the differences students' approaches to learning curriculum anatar PBL and non-PBL in Indonesia. Therefore, it is important to know the nursing students' approach to learning / students' approaches to learning (SAL) within the context of problem based learning (PBL) and Non-Problembased learning (Non-PBL). Objectives: The purpose of this research is 1). To describe the sociodemographic characteristics (sex, age, and origin) of nursing students; 2). To identify approach to learning of nursing students in PBL and non-PBL curriculum; 3). To compare the approach to student learning (students' approaches to learning) between PBL and non-PBL curriculum. Method: This research used a quantitative research Results: Majority of respondents were female, 18 years old, came from Java and adopted a deep approach to learning both in PBL and Non-PBL groups. Different test results that do not found any significant difference in students' approach to learning in PBL groups and Non-PBL (p-value> 0.05). Conclusion: student who adopted a deep approach tend to have a better understanding in the subject compared to those who adapted surface approach to learning.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Edi Purwanto
AU  - Indah Pratiwi
PY  - 2017/10
DA  - 2017/10
TI  - Students' Approaches to Learning (SAL) in a Curriculum Problem-Based Learning and Non-Problem-Based Learning
BT  - Proceedings of the Health Science International Conference (HSIC 2017)
PB  - Atlantis Press
SP  - 416
EP  - 421
SN  - 2468-5739
UR  - https://doi.org/10.2991/hsic-17.2017.64
DO  - 10.2991/hsic-17.2017.64
ID  - Purwanto2017/10
ER  -