The role of Small Group Discussion (SGD) in enhancing midwifery students' learning outcomes
Abstract
Active learning methods such as Small Group Discussion (SGD) have been identified as an effective approach in midwifery education. This study aims to evaluate the role of SGD in enhancing midwifery students' learning outcomes, particularly in the development of cognitive aspects, critical thinking, communication, and collaboration skills. Therefore, this study uses a systematic approach to assess the existing literature on the application of SGD in midwifery education. Using the Systematic Literature Review (SLR) method and following the PRISMA guidelines, articles were selected from four main databases: Scopus, PubMed, Google Scholar, and ScienceDirect, with publications from 2020 to 2025. The analysis results show that SGD has a positive impact on concept understanding, student engagement, and the strengthening of their soft skills, including communication and teamwork abilities. SGD also fosters an interactive and reflective learning environment, making the learning process more engaging and meaningful. Additionally, SGD enhances students' ability to work in teams, which is essential in the healthcare field. Given the importance of effective teamwork in healthcare professions, developing soft skills is crucial for students. Therefore, integrating SGD into the midwifery curriculum is highly recommended to prepare students for professional challenges and the increasingly complex dynamics of the workforce.
Abstrak
Metode pembelajaran aktif seperti Small Group Discussion (SGD) telah diidentifikasi sebagai pendekatan yang efektif dalam pendidikan kebidanan. Penelitian ini bertujuan untuk mengevaluasi peran SGD dalam meningkatkan hasil belajar mahasiswa kebidanan, khususnya dalam pengembangan aspek kognitif, kemampuan berpikir kritis, komunikasi, dan kolaborasi. Untuk itu, penelitian ini menggunakan pendekatan yang sistematik untuk menilai literatur yang ada mengenai penerapan SGD dalam pendidikan kebidanan. Dengan menggunakan metode Systematic Literature Review (SLR) dan panduan PRISMA, artikel-artikel dipilih dari empat basis data utama: Scopus, PubMed, Google Scholar, dan ScienceDirect, dengan publikasi yang diterbitkan antara 2020 hingga 2025. Hasil analisis menunjukkan bahwa SGD memiliki pengaruh positif terhadap pemahaman konsep, keterlibatan aktif mahasiswa, dan penguatan soft skills mereka, termasuk kemampuan komunikasi dan kerja sama. SGD juga menciptakan lingkungan pembelajaran yang interaktif dan reflektif, yang membuat proses pembelajaran lebih bermakna. Selain itu, SGD memperkuat kemampuan mahasiswa dalam bekerja dalam tim, yang sangat penting di dunia kesehatan. Mengingat pentingnya kerja tim yang efektif dalam profesi kesehatan, pengembangan soft skills menjadi krusial bagi mahasiswa. Oleh karena itu, integrasi SGD dalam kurikulum pendidikan kebidanan sangat dianjurkan untuk mempersiapkan mahasiswa menghadapi tantangan profesional dan dinamika dunia kerja yang semakin kompleks.
Kata Kunci: diskusi kelompok kecil; hasil belajar; mahasiswa kebidanan
Keywords
Full Text:
Download PDF (English)References
Aein, F., Hosseini, R., Naseh, L., Safdari, F., & Banaian, S. (2020). The effect of problem-solving-based interprofessional learning on critical thinking and satisfaction with learning of nursing and midwifery students. Journal of Education and Health Promotion, 9(1), 109-120.
Ashiela, A., Kurniawati, D., & Palimbo, A. (2023). Pengaruh Small Group Discussion (SGD) terhadap tingkat pengetahuan siswa MAN 2 Banjarmasin tentang penggunaan antibiotik. Jurnal Integrasi Kesehatan dan Sains, 5(1), 27-32.
Awaliah, F., Hasmawati, H., Wijangga, P., Halim, M. F., & Umar, N. K. (2024). Antusias belajar mahasiswa dengan model pembelajaran small group discussion di Departemen Sosiologi FISIP Unhas. Sosmaniora: Jurnal Ilmu Sosial dan Humaniora, 3(4), 398-408.
Baird, K., Hastie, C. R., Stanton, P., & Gamble, J. (2022). Learning to be a midwife: Midwifery students’ experiences of an extended placement within a midwifery group practice. Women and Birth, 35(1), 19-27.
Darmayani, I. G. A. S. (2023). Effectiveness of Small Group Discussions (SGD) to improve learning outcome and critical thinking in medical student: A literature review. Bali Medical Journal, 12(1), 1179-1182.
Dolezel, J., Zelenikova, R., Finotto, S., Mecugni, D., Patelarou, A., Panczyk, M., & Jarosova, D. (2021). Core evidence‐based practice competencies and learning outcomes for European nurses: Consensus statements. Worldviews on Evidence‐Based Nursing, 18(3), 226-233.
El-Mansy, S. Y., Barbera, J., & Hartig, A. J. (2022). Investigating small-group cognitive engagement in general chemistry learning activities using qualitative content analysis and the ICAP framework. Chemistry Education Research and Practice, 23(2), 335-347.
Erawan, A. N., & Basar, D. S. (2023). Implementation of small group discussion online on undergraduate nursing program students of STIKes Dharma Husada Bandung. Jurnal Kesehatan STIKES Muhammadiyah Ciamis, 10(1), 20-24.
Gantino, R., Ruswanti, E., & Taufiqurrahman, T. (2020). Efektifitas implementasi metode ajar SCL model small group discussion. Jurnal Ekonomi: Journal of Economic, 11(2), 1-12.
Hastie, C. R., & Barclay, L. (2021). Early career midwives’ perception of their teamwork skills following a specifically designed, whole-of-degree educational strategy utilising groupwork assessments. Midwifery, 99(1), 1-37.
Hidayat, C., Lengkana, A. S., Rohyana, A., Purwanto, D., & Rosalina, M. (2023). Motivating active learning in physical education: Critical thinking. European Journal of Educational Research, 12(2), 1-10.
Imanipour, M., Ebadi, A., Monadi Ziarat, H., & Mohammadi, M. M. (2022). The effect of competency‐based education on clinical performance of health care providers: A systematic review and meta‐analysis. International Journal of Nursing Practice, 28(1), 1-31.
Kurniawan, R., Firman, F., & Netrawati, N. (2023). Information services using the small group discussion learning method to improve students' interpersonal communication skills. Widyagogik: Jurnal Pendidikan dan Pembelajaran Sekolah Dasar, 10(2), 324-334.
Lee, T., Yoon, S. W., Fernando, S., Willey, S., & Kumar, A. (2022). Blended (online and in‐person) Women’s Health Interprofessional Learning by Simulation (WHIPLS) for medical and midwifery students. Australian and New Zealand Journal of Obstetrics and Gynaecology, 62(4), 596-604.
Lin, T. J., Kraatz, E., Ha, S. Y., Hsieh, M. Y., Glassman, M., Nagpal, M., Sallade, R., & Shin, S. (2022). Shaping classroom social experiences through collaborative small‐group discussions. British Journal of Educational Psychology, 92(1), 131-154.
Ljungblad, L. W., Murphy, D., & Fonkalsrud, H. E. (2025). A mixed reality for midwifery students: A qualitative study of the technology’s perceived appropriateness in the classroom. BMC Medical Education, 25(1), 337-350.
Lozano, A., López, R., Pereira, F. J., & Blanco Fontao, C. (2022). Impact of cooperative learning and project-based learning through emotional intelligence: A comparison of methodologies for implementing SDGs. International Journal of Environmental Research and Public Health, 19(24), 1-17.
Mahfirah, A. R., & Arisona, R. D. (2022). Upaya meningkatkan motivasi belajar IPS terpadu melalui small group discussion berbasis outdoor study. JIIPSI: Jurnal Ilmiah Ilmu Pengetahuan Sosial Indonesia, 2(2), 1-12.
Masnunah, M. (2020). Penerapan model pembelajaran small group discussion berbasis multimedia terhadap hasil belajar mahasiswa pada materi Sejarah Sastra. Jurnal Didactique Bahasa Indonesia, 1(1), 1-12.
Nicahya, T. K. P., Wardhono, W. S., & Rokhmawati, R. I. (2023). Evaluasi hasil belajar problem-based learning pada mata pelajaran Desain Multimedia Interaktif (Studi pada siswa jurusan Multimedia Kelas XII SMKN 12 Malang). Jurnal Pengembangan Teknologi Informasi dan Ilmu Komputer, 7(1), 179-185.
Ningsih, A. D., Zakiyah, A., & Andriyanto, A. (2022). Pengaruh metode problem-based learning terhadap hasil belajar mata kuliah Dokumentasi Keperawatan. Jurnal Keperawatan, 20(4), 76-85.
Rahmawati, K., & Elsanti, D. (2020). Efektivitas metode ceramah dan small group discussion tentang kesehatan reproduksi terhadap tingkat pengetahuan dan sikap remaja SMA Muhammadiyah Sokaraja. Jurnal Keperawatan Muhammadiyah, 4(3), 126-134.
Redmond, C., Farrell, R., Cunningham, C., Dineen, A., Foley, S., O’Donnell, D., & O’Neill, E. (2024). Development of the EVIBEC learning outcomes framework to support the delivery of evidence-based practice curricula in health care professional programmes: A codesign approach. BMC Medical Education, 24(1), 1-12.
Roshni, M., & Rahim, A. (2020). Small group discussions as an effective teaching-learning methodology for learning the principles of family medicine among 2nd-year MBBS students. Journal of Family Medicine and Primary Care, 9(5), 2248-2252.
Safinatunnaja, B., & Mawaddah, S. (2024). Metode pembelajaran pada mahasiswa kebidanan dalam mengembangkan keterampilan komunikasi: Literature review. Jurnal Ilmu Kesehatan dan Farmasi, 12(1), 17-20.
Sobirin, M., & Suryani, E. (2022). Small Group Discusion (SGD) learning model on understanding the concept of the nature of light in SD Negeri 1 Puguh. Widyagogik: Jurnal Pendidikan dan Pembelajaran Sekolah Dasar, 10(1), 63-75.
Stefaniak, M., & Dmoch-Gajzlerska, E. (2020). Mentoring in the clinical training of midwifery students-a focus study of the experiences and opinions of midwifery students at the Medical University of Warsaw participating in a mentoring program. BMC Medical Education, 20(1), 1-9.
Susanti, A. I., & Mandiri, A. (2024). Evaluation of antenatal care competency with Objective Structure Examination Blended Learning (OSCE-BL). Inovasi Kurikulum, 21(2), 595-604.
Susanti, A. I., Nurparidah, R., & Mandiri, A. (2024). Evaluation of problem-based learning models in the integrated midwifery curriculum. Inovasi Kurikulum, 21(1), 217-228.
Tierney, O., Vasilevski, V., Kinsman, L., & Sweet, L. (2023). Advocacy, accountability and autonomy: The learning intention of the midwifery student continuity of care experience. Nurse Education in Practice, 72(1), 1-7.
Ulfah, I. N., Dethan, R. D. A. S. S., Realita, F., & Rosyidah, H. (2021). Learning method comparison between Small-Group Discussion (SGD) and conventional to the knowledge improvement of midwifery department students. Journal of Health Technology Assessment in Midwifery, 4(1), 8-14.
Wahyuni, S., & Syahriyanti, S. (2021). Efektivitas bimbingan ujian kompetensi dengan metode Small Group Discussion (SGD) online dan offline terhadap hasil nilai try out ujian kompetensi di Prodi D-IV Kebidanan Poltekkes Kemenkes Jayapura. Intan Husada: Jurnal Ilmiah Keperawatan, 9(1), 1-8.
DOI: https://doi.org/10.17509/curricula.v4i1.82338
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Dewi Ratnasari, Ari Indra Susanti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Curricula: Journal of Curriculum Development
Published by Curriculum Development Study Program
Faculty of Education - Universitas Pendidikan Indonesia
in collaboration with
Himpunan Pengembang Kurikulum Indonesia (HIPKIN)
Gedung FIP UPI Lt. 9 Jl. Dr. Setiabudhi Bandung 40154
Indexed By:
Curriula: Journal of Curriculum Development on Google Scholar