ABSTRAK




Latar Belakang. Stretegi pembelajaran berdasarkan metode Problem-based learning (PBL) atau tutorial menekankan pengembangan kemampuan belajar mandiri mahasiswa. Dalam PBL, masalah diwujudkan dalam bentuk skenario. Skenario semestinya dapat menciptakan suatu konflik pengetahuan, keaktifan, berpikir kritis, serta belajar mandiri mahasiswa. Hal ini yang mendasari penulis melakukan penelitian tentang skenario tutorial yang mempengaruhi kemandirian belajar mahasiswa di Program Studi Pendidikan Dokter Universitas Tadulako angkatan 2011.
Metode. Penelitian ini menggunakan rancangan cross-sectional. Pengambilan sampel dilakukan dengan teknik purposive sampling. Jumlah sampel 58 mahasiswa kedokteran tahun ketiga yang sesuai dengan kriteria inklusi dan eksklusi. Instrumen penelitian menggunakan kuesioner. Hubungan kualitas skenario tutorial dengan peningkatan belajar mandiri dianalisis dengan menggunakan uji korelasi Spearman.
Hasil. Diperoleh nilai p 0,025 dengan kekuatan korelasi (r) adalah 0,295. Artinya terdapat hubungan yang bermakna antara kualitas skenario tutorial dengan peningkatan kemandirian belajar mahasiswa angkatan 2011.
Kesimpulan. Semakin baik kualitas skenario maka akan semakin maksimal belajar mandiri mahasiswa. Namun hubungan ini masih lemah disebabkan banyaknya faktor yang mempengaruhi kemandirian belajar mahasiswa.



Kata kunci: belajar mandiri, skenario, tutorial, problem based learning








ABSTRACT




Background. Problem-based learning (PBL) or tutorial emphasizes the development of student self-directed learning. In PBL method, the problem presented in a case or scenario. A good quality of scenario could create a conflict of knowledge, critical thinking, and self-directed learning by student. Therefore the authors are interested in studying the scenarios that affect self-directed learning of third year medical student in Medical School of Tadulako University.
Method. It is an analitic study with cross-sectional design. Subject are 58 third year medical student in Medical School of Tadulako University according to inclusion and exclusion criteria. The correlation between the scenario quality with enhancement of self directed learning will be analyzed using Spearman correlation test.
Result: p value obtained is 0,025 with correlation coefficient (r) 0,295 which means there are the correlation between quality of scenario with enhancement of student self-directed learning is significant statistically.
Conclusion: improved quality of scenario in parallel with the enhancement of student self-directed learning. However, this relationship between quality of scenario and student self-directed learning is still weak due to a lot of factors that affect student seff-directed learning.



Keyword: self-directed learning, scenario, tutorial, problem based learning