Peningkatan Pemahaman Mahasiswa Blok Keperawatan Jiwa Melalui Pembelajaran Kooperatif Tipe STAD (Student Teams Achievement Divisions) Pada Materi Terapi Modalitas Keperawatan Jiwa
Authors: Ariani Tutu April 
Published: April 2019

Upaya yang dilakukan untuk meningkatkan kemampuan berpikir kritis yaitu dengan menerapkan model pembelajaran yang dipandang akomodatif bagi peningkatan kemampuan berpikir kritis mahasiswa maupun aktivitas belajar, yaituÂ  denganÂ  menerapkanÂ  modelÂ  pembelajaranÂ  kooperatif.Â  Tipe-tipe pembelajaran kooperatif diantaranya adalah Metode STAD (Student Teams- Achievement Divisions). Penelitian tindakan kelas ini dilaksanakan di Se- mester III Prodi S1 Keperawatan FIKES Universitas Muhammadiyah Malang, Kelas A. KondisiÂ  lain yang terikat bahwa latar belakangÂ  mereka cukup beragam,mereka terdiri dari beragam suku, tempat asal, sehingga secara keseluruhan Semester III relatif cukup heterogen. Pengamatan dari ceklist merupakan data utama yang mengamati aspek: bekerjasama, menyampaikan gagasan, bertanya, memperhatikan pertanyaan teman, menanggapi, mampu mngerti secara mendalam tentang materi, berperan aktif dalam kelompok, dapat menjadi penengah, menjelaskan, menarik kesimpulan materi. Penelitian tindakan memiliki 4 tahapan yaitu: planning, doing action, observation dan reflection, yang berjalan melalui 2 siklus/ putaran (setiap putaran dilakukan 2 kali pertemuan). Tahap terakhir dari proses ini adalah: Reflection. Hasil dari observasiÂ  diorganisirÂ  danÂ  dianalisis.Â  TahapÂ  iniÂ  dapatÂ  digunakanÂ  oleh instrukturÂ  untukÂ  memberikanÂ  umpanÂ  balikÂ  berdasarÂ  hasilÂ  pengamatan. Berikutnya didiskusikan tindakan yang sudah sesuai untuk meningkatkan pemahaman mahasiswa di mata kuliah Keperawatan Kesehatan Jiwa.Â Â Many ways can improve to critical thinking skills of studentÂ  are applying learningÂ  modelsÂ  thatÂ  areÂ  consideredÂ  accommodativeÂ  forÂ  improvingÂ  stu- dentsâ€™ critical thinking skills and learning activities by applying coopera- tive learning models. The types of cooperative learning include the STAD Method (Student Teams-Achievement Divisions). This action research was conducted in one class of third semesterÂ  in Bachelor GraduateÂ  Nursing Program Study FIKES at the University of Muhammadiyah Malang, espe- ciallyÂ  ClassÂ  A.Â  OtherÂ  conditionsÂ  thatÂ  wereÂ  boundÂ  wereÂ  thatÂ  theirÂ  back- grounds were quite diverse, they consisted of various tribes, places of ori- gin, so that overall Semester III was relatively heterogeneous. Data col- lected by observation sheets, among others, were observed: cooperation in groups,Â  gaveÂ  ideas,Â  askedÂ  questions,Â  payÂ  attentionÂ  toÂ  friendÂ  questions, gaveÂ  responses, abilityÂ  toÂ  understandÂ  material, participationÂ  inÂ  groups, abilityÂ  to mediateÂ  ifÂ  there areÂ  groups whoÂ  misunderstand,Â  ability toÂ  ex- plain and conclude material discussed. The action through 4 stages, are respectively: planning, action, observation, and reflection, carried out in two cycles (each cycle carried out twice meeting). The final stage of this process is Reflection. The results obtained in the observation phase are collectedÂ  andÂ  analyzed.Â  AtÂ  thisÂ  stage,Â  theÂ  instructorÂ  canÂ  reflectÂ  onÂ  the resultsÂ  ofÂ  observationsÂ  andÂ  discussionsÂ  toÂ  examineÂ  whetherÂ  theÂ  actions taken can improve studentsâ€™ understanding of the Mental Health Nursing course. The results of data analysts carried out in stages will be used as a reference for planning the next cycle.Â  The results showedÂ  a decrease in misunderstanding,Â  thereÂ  wereÂ  3Â  people (11.11%)Â  outÂ  ofÂ  27Â  studentsÂ  who did not reach comprehension of competency, because the accumulation of valuesÂ  Â <80. There was an increase in the passing of the competency test to 19 people (88.89%) with the above scores 80.00. It is expected that this STAD method can be applied to other subjects so that overall competency test graduation increases.