Stimulasi Critical Thinking Mahasiswa Melalui Pendekatan Concept Mapping-Vignette Pada Mata Kuliah Keperawatan Anak

Windasari Aliarosa, Mona Megasari

Abstract


ABSTRAK

Permasalahan dalam pendidikan keperawatan adalah dibutuhkannya pengembangan strategi pembelajaran yang secara aktual dapat membantu meningkatkan keterampilan critical thinking mahasiswa, khususnya dalam mata kuliah keperawatan anak. Salah satu pendekatan yang dapat diaplikasikan adalah concept mapping-vignette. Tujuan penelitian ini adalah untuk mengidentifikasi pengaruh pendekatan concept mapping-vignette dalam stimulasi critical thinking mahasiswa pada mata kuliah keperawatan anak. Penelitian ini menggunakan desain quasi-experiment post-test only  with control group. Pengambilan responden menggunakan purposive sampling dengan jumlah responden sebanyak 37 orang yang terbagi menjadi kelompok intervensi sebanyak 19 orang dan kontrol sebanyak 18 orang melalui pemilihan acak. Instrumen yang digunakan dalam penelitian ini adalah California Critical Thinking Skills Test (CCTST). Hasil perhitungan statistik menunjukkan bahwa nilai p-value(0.283) lebih besar dari nilai α (0.05) yang menandakan tidak ada pengaruh signifikan pendekatan concept mapping-vignette terhadap stimulasi critical thinking mahasiswa pada mata kuliah keperawatan anak, namun responden pada kelompok intervensi memiliki nilai critical thinking relatif lebih tinggi dibandingkan dengan responden pada kelompok kontrol, khususnya pada item analisis, inferensial, evaluasi, dan deduksi. Sedangkan pada item induksi, responden pada kelompok intervensi memiliki nilai critical thinking yang lebih rendah dari kelompok kontrol. Berdasarkan pada hasil yang didapatkan, pendekatan concept mapping-vignette perlu diaplikasikan sebagai strategi pembelajaran di kelas khususnya pada mata kuliah keperawatan anak dan dapat dikembangkan untuk mata kuliah keperawatan yang lainnya. Penelitian lain perlu dilakukan dengan menggunakan instrumencritical thinking yang lain, dengan jumlah responden yang lebih besar, dan menggunakan desain pretest-posttest with control group.

 

ABSTRACT

The problem in nursing education is the need to develop learning strategies that can help improve students' critical thinking skills, especially in pediatric nursing course. One approach that can be applied is concept mapping-vignette. The purpose of this study was to identify the effect of the concept mapping-vignette approach in the stimulation of students' critical thinking in child nursing courses. This study was used a quasi-experiment design post-test only with a control group. The respondents were taken by purposive sampling as many as 37 people who are divided into two groups, 19 respondents as intervention group and 18 respondents as control group through random selection. The instrument used in this study was the California Critical Thinking Skills Test (CCTST). The results of statistical calculations showed that the p-value is greater than the α value (0.05), which indicates that there is no significant effect of the concept mapping-vignette approach to the stimulation of students' critical thinking in pediatric nursing course, but respondents in the intervention group have relatively higher critical thinking values compared to respondents in the control group, especially in the items of analysis, inference, evaluation, and deduction. Whereas in the induction item, respondents in the intervention group had lower critical thinking values than the control group. Based on the results, the concept mapping-vignette approach needs to be applied as a learning strategy in the classroom especially in pediatric nursing course and can be developed for other nursing courses. Another research needs to conducted using other critical thinking instruments, with a larger number of respondents and using a pretest-posttest with control group design.


Keywords


Concept Mapping; Vignette; Critical thinking; CCTST; Keperawatan Anak

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References


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DOI: https://doi.org/10.17509/jpki.v6i1.21551

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