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.