Document Type : Original Article

Authors

• ANDI ARIYANDY ¹
• IRAWAN YUSUF ^{1, 2}
• SURYANI AS’AD ²
• TENRI ESA ³
• ICHLAS NANANG AFANDI ²
• CITA N AKHMAD ¹
• RINI R BACHTIAR ¹
• ISHARYAH SUNARNO ⁴
• BUDU BUDU ^{2, 5}

¹ Department of Physiology, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia

² Department of Medical Education, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia

³ Department of Clinical Pathology, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia

⁴ Department of Obstetrics and Gynecology, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia

⁵ Department of Ophthalmology, Faculty of Medicine, Hasanuddin University, Makassar, Indonesia

Abstract

Introduction: Physiology encompasses examining the body’s everyday activities, which is crucial for understanding health before disease onset. The physiology course at Hasanuddin University is
included in the biomedical science curriculum. Traditionally delivered via a teacher-centered methodology, this strategy frequently results in rote memorization. To resolve this, active learning methodologies utilizing many media enabled students to choose their preferred instructional tools and augment their knowledge and drive. This study seeks to evaluate the influence of different learning media on undergraduate students’ knowledge, presenting skills, and motivation
in physiology courses.
Methods: We executed a mixed-method study, including quantitative and qualitative approaches, utilizing a sequential explanatory design, wherein quantitative data was initially gathered. We proceeded with qualitative data collecting to elucidate and reinforce the previous findings. We engaged 100 students to assess their knowledge and presenting skills. The evaluative instruments employed were multiplechoice questions and assessment rubrics. To ascertain the reasons and motivations for student engagement in learning physiology, we engaged nine student respondents, categorizing them into three groups: active participants, neutral participants, and non-participants. We assessed the motivations for student learning engagement with a qualitative questionnaire, which was then complemented by Focus Group Discussion (FGD) interviews.
Results: Findings indicated a greater involvement of female students (67%) and individuals from non-SBMPTN paths (62%). Most pupils favored PowerPoint (52%) and video (20%) as educational material. Substantial enhancements in posttest scores were observed following the utilization
of these media. Researchers observed significant enhancements in posttest scores following presentations that utilized PowerPoint and video media (Wilcoxon, p<0.01). Students who presented the genitourinary system via video medium achieved superior scores compared to those who utilized PowerPoint (Mann-Whitney p=0.001, p<0.01). Qualitative studies indicated that active learning strategies enhanced student involvement and motivation, making learning more engaging and pleasurable.
Conclusion: Active learning using specific media such as PowerPoint and video markedly improves knowledge, engagement, and motivation among students in physiology courses.

Highlights

ANDI ARIYANDY

Keywords

• Active learning
• Learning media
• Knowledge
• Performance
• Motivation