Hubungan Self Assessment-Peer Assessment dengan Nilai Kelulusan OSCE Mahasiswa Fakultas Kedokteran Unisba

Santun Bhekti Rahimah, Mia Kusmiati, Ermina Widyastuti

Abstract


Objective structured clinical examination (OSCE) adalah cara penilaian kompetensi klinik mahasiswa secara komprehensif dan konsisten serta dapat dijadikan media untuk meningkatkan hasil belajar. Feedback dapat dilakukan oleh mahasiswa itu sendiri (self assessment) maupun mahasiswa lain yang satu level (peer assessment). Self dan peer assessment diharapkan akan meningkatkan kemampuan mahasiswa dalam melihat tujuan pembelajaran, meningkatkan rasa percaya diri, kemampuan berpikir kritis, dan bertindak tepat dalam menghadapi ujian. Tujuan penelitian ini melihat hubungan self assessment dan peer assessment dengan nilai kelulusan OSCE mahasiswa tingkat dua dan empat FK Unisba tahun akademik 2012/2013. Nilai hasil ujian OSCE yang dipergunakan adalah pada periode Desember 2012–Juni 2013. Self dan peer assessment dilaksanakan setelah ujian OSCE. Self assessment dilakukan oleh mahasiswa itu sendiri, sedangkan peer assessment didapatkan dari lima orang mahasiswa lain yang pernah berada dalam satu kelompok dengan subjek. Hasil penelitian menunjukkan untuk mahasiswa tingkat dua terdapat korelasi bermakna self assessment dan peer assessment dengan nilai OSCE (p<0,001), arah hubungan antara keduanya positif, serta kekuatan hubungan keduanya sedang (R=0,426). Pada mahasiswa tingkat empat terdapat korelasi bermakna antara self assessment dan nilai OSCE (p<0,001) dengan kekuatan hubungan keduanya sedang (R=0,451), serta terdapat korelasi yang bermakna antara penilaian peer assessment dan nilai OSCE. Simpulan, self assessment mempunyai korelasi positif terhadap nilai kelulusan OSCE pada mahasiswa tingkat dua dan tingkat empat, sedangkan peer assessment mempunyai korelasi positif dengan nilai kelulusan OSCE hanya pada mahasiswa tingkat dua. Self assessment mempunyai korelasi positif dengan peer assessment pada mahasiswa tingkat dua dan tingkat empat FK Unisba tahun akademik 2012/2013.


RELATION BETWEEN SELF ASSESSMENT-PEER ASSESSMENT AND OSCE'S RESULTS FROM MEDICAL STUDENTS OF UNISBA

Objective structured clinical examination (OSCE) is a tools to assess  students clinical competency comprehensively and consistently. It can also used as medium to improve the learning process. Feedback for student performance can be done trough self-assessment or peer assessment done by other students. Self and peer assessment are expected to enhance the ability of students to see the purpose of learning, improve self-confidence, the ability to think critically and act right in an examination. The aim of this study was to find the relationship between self assessment and peer assessment of the OSCE final mark of second and fourth grade student at Medical Faculty, Bandung Islamic University academic year 2012/2013. The OSCE mark used were taken from December 2012–June 2013, while the self and peer assessment carried out after the OSCE finished. Self assessment were done by students themselves, while peer assessment obtained from five persons which have been in one group with subject. Results showed that for second grade student showed there was significant correlation between self-assessment and peer assessment and OSCE's mark value (p<0.001) with the direction of the relationship was positive and had moderate strength (R=0.426). Fourth grade students showed significant correlation only between self-assessment and OSCE's mark value (p<0.001) with moderate strength (R=0.451). There was no significant relation between the assessment of peer assessment and OSCE's mark value. In clonclusion, self assessment correlated positively to OSCE's mark value for second and fourth grade students. Peer assessment correlated positively to the passing scores for second grade student. Self assessment had a positive correlation to peer assessment for second and fourth grade medical students.


Keywords


OSCE; peer assessment; self assessment

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DOI: https://doi.org/10.29313/gmhc.v5i1.1856


pISSN 2301-9123 | eISSN 2460-5441

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