ABSTRAK


Latar Belakang : Dalam dunia pendidikan kedokteran kurikulum Problem Based Learning (PBL) dipandang lebih efektif dibanding dengan metode konvensional Teacher Center Learning. Tutorial merupakan inti dari PBL yang dapat meningkatkan pemahaman dan pengembangan pengetahuan yang lebih baik. Kesuksesan tutorial tidak lepas dari peran tutor didalamnya, jika persepsi mahasiswa baik terhadap peran tutor dalam hal ini kinerja tutor dalam memimpin jalannya tutorial diharapkan prestasi belajar mahasiswa akan baik pula.
Tujuan : Mengetahui hubungan persepsi mahasiswa terhadap peran tutor pada tutorial dengan prestasi belajar di Program Studi Pendidikan Dokter Fakultas Kedokteran Dan Ilmu Kesehatan Universitas Tadulako.
Metode : Penelitian cross sectional dengan uji Chi-square. Dalam hal ini peneliti mencari hubungan antara variabel bebas (persepsi mahasiswa terhadap peran tutor) dengan variabel terikat (prestasi belajar). Sampel berasal dari mahasiswa angkatan 2008, 2009, 2010, 2011 yang memenuhi kriteria inklusi dan eksklusi. Pengambilan sampel dengan teknik Total Sampling. Pengumpulan data dilakukan dengan menggunakan kuesioner.
Hasil : Tidak terdapat hubungan antara persepsi mahasiwa terhadap peran tutor pada tutorial dengan prestasi belajar (p = 0,769 berarti p > 0,05)


Kata kunci : PBL, Persepsi mahasiswa, Peran tutor, Prestasi belajar






















ABSTRACT



Background: In the world of medical education curriculum is Problem-Based Learning (PBL) is seen as more effective compared with the methods of Professor conventional Learning Center. It is the core of PBL tutorials that can increase understanding and better knowledge development. Tutorial success can not be separated from the role of mentors in the same, although students perceived the role of the tutor in this case it is expected that the performance of the tutors in the tutorial to open the way student achievement is good too.
Objective: To determine the perception of the role of the tutor in the tutorial achievement in Medical Education Program of the Faculty of Medicine and Health Sciences, University Tadulako relationships with students.
Methods: The study was cross-sectional with Chi-square test. In this case, the researchers looked for relationships between the independent variables (perceptions of the role of tutor students) and the dependent variable (academic performance). Samples from student class of 2008, 2009, 2010, 2011, who meet the inclusion and exclusion criteria. Total sampling with sampling techniques. Data were collected through a questionnaire.
Results: There was no relationship between the perception of the students about the role of the tutor in tutorials with academic performance (p = 0,769 significant p > 0.05)


Keywords: PBL, Student Perception, Role of Tutor, Learning Achievement