SMART ABDOMEN MODEL AS CLINICAL LEARNING MEDIA IN IMPROVING MIDWIFERY STUDENT COMPETENCE IN POSTPARTUM CARE

Main Article Content

Herlyssa
Elly Dwi Wahyuni
Jujun Dwi Astuti
Sri Rahayu

Abstract

This study aims to determine the effectiveness of the "SMART" abdominal model as a clinical learning media in increasing student competence for assessing uterine fundal height in postpartum mothers. This research is a quasi-experimental research with The Posttest-only Control Group Design. The study was conducted in two groups, namely the treatment group and the control group. The population of this study was all students of the third semester of midwifery D III study program in two health polytechnic in Indonesia. The intervention group consisted of some students who were given assistance in using the "SMART" abdominal model to assess the height of the uterine fundus in postpartum mothers in simulated patients, while the control group consisted of some students without assistance in using the "SMART" abdominal model to assess height uterine fundus in postpartum women on a conventional abdominal model (Zoe's abdominal model). The total sample was 120 people, which were divided into 60 people from one Poltekkes as the control group and 60 people from another Poltekkes as the intervention group. The sampling technique was purposive sampling. Data was collected through questionnaires, and observation. The type of data in this study is primary data. Data analysis uses Kai Square. The SMART abdominal model supports the achievement of learning competencies by 81.4%. There was no significant difference in competence when students used the SMART abdominal model on simulated patients or paired them with Zoe's abdominal model. For this reason, innovation and creativity of lecturers are needed in supporting the achievement of subject learning through the development of learning models and technology. In supporting the wider use of the model as a form of downstreaming research products that are integrated into the dharma of education, it is necessary to socialize and disseminate the SMART abdominal model and promote efforts through collaboration with industry and MSMEs.

Article Details

How to Cite
Herlyssa, Elly Dwi Wahyuni, Jujun Dwi Astuti, & Sri Rahayu. (2022). SMART ABDOMEN MODEL AS CLINICAL LEARNING MEDIA IN IMPROVING MIDWIFERY STUDENT COMPETENCE IN POSTPARTUM CARE. SEAJOM: The Southeast Asia Journal of Midwifery, 8(2), 75-82. https://doi.org/10.36749/seajom.v8i2.181
Section
Articles

References

Falahudin, I. (2014). Pemanfaatan Media dalam Pembelajaran. Jurnal Lingkar Widyaiswara, 4 (1), 104-117
Gall, M.B., Gall, J.P. and Borg, W.R. (2003). Educational Research: An Introduction. New York: Pearson Education Inc.
Goolsby, C. A., Goodwin, T. L., & Vest, R. M. (2014). Hybrid Simulation Improves Medical
Grantcharov, T. P., & Reznick, R. K. (2008). Teaching procedural skills. BMJ, 336(7653), 1129–1131. doi:10.1136/bmj.39517.686956.47.
Hejazi, B. M. (2011). Outcomes-Based Education (OBE): A Transformational Perspective on Quality and Mobility in Higher Education. Outcomes-Based Education: A Transformational Perspective, 1-30
Herlyssa (2022). Model Abdomen SMART sebagai Media Pembelajaran Klinis Dalam Upaya Peningkatan Capaian Pembelajaran Mahasiswa. Karya Tulis Ilmiah Kinerja Prestatif. Jakarta: Poltekkes Kemenkes Jakarta III.
Hasmila Sari dan Shabri (2016). Hubungan Tipe Kepribadian Dengan Motivasi Belajar Pada Mahasiswa Kurikulum Berbasis Kompetensi Fakultas Keperawatan Universitas Syiah Kuala. Jurnal Idea Nursing Journal Vol. VII No. 2.
Jones, F., Passos-Neto, C,E.,& Braguiroli, O.F.M. (2015). Simulation in Medical Education: Brief history and methodology. PPCR;1(2):56-63.
Junaidi, dkk. (2020). Panduan Penyusunan Kurikulum Pendidikan Tinggi, Di Era Industri 4.0 Untuk Mendukung Merdeka Belajar - Kampus Merdeka. Jakarta: Dirjen Pendidikan Tinggi Kemdikbud.
Kepmendiknas 045 tahun 2001 tentang Kurikulum Inti Perguruan Tinggi.
Kepmenkes No. 320 tahun 2020. Standar profesi Bidan
Kemdikbud Ristek Dikti (2022). Hasil Uji Kompetensi Prodi D III Kebidanan. https://ukbidan.kemdikbud.go.id
Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65(9), S63–7. doi:10.1097/00001888-199009000-00045
Meller, Gary. (1997). A Typologi of Simulators For Medical Education. USA: W.B Saunders Company.
Mustaqim, I. (2020). Pengaruh Kompetensi Dosen, Kurikulum Dan Motivasi Terhadap Prestasi Belajar Mahasiswa. Reslaj : Religion Education Social Laa Roiba Journal, 1(1), 63–75. https://doi.org/10.47467/reslaj.v1i1.67
Noviana, S. W., & Fuadi Rahman, A. (2013). Efektivitas Model Pembelajaran Word Square dengan Bantuan Alat Peraga pada Materi Geometri. EDU-MAT: Jurnal Pendidikan Matematika, 1(1), 90–95. https://doi.org/10.20527/edumat.v1i1.578
Noor Cholifah, Rusnoto, Dewi hartinah (2015). Bedside Sebagai Suatu Inovasi Metode Bimbingan Klinik Dalam kebidanan dan keperawatan N. JIKK VolL. 6 No. 2 Juli 2015 39: 51
Profil Poltekkes Kemenkes Jakarta III. https://poltekkesjakarta3.ac.id/
Profil Poltekkes kemenkes Malang. https://www.poltekkes-malang.ac.id/
Raisler, J., Ogrady, M., & Lori, J. (2003). Clinical teaching and learning in midwifery and women’s health. Journal of Midwifery & Women’s Health, 48(6), 398–406. doi:10.1016/j.jmwh.2003.08.005.
Rahmatul ulya dan Maya fernanda dielsa (2020). Hubungan manajemen laboratorium dengan pencapaian kompetensi KDPK dan antenatal care mahasiswa semester IV Prodi D III Kebidanan Stikes Sumatera Barat. Jurnal Bidan Komunitas. Vol. III No. 2 Hal. 73-79
Undang-Undang No 12 tahun 2012 tentang Pendidikan Tinggi.