The Effect of Inquiry-Based Learning on Pharmacist Students

Muhammad Ikhwan Rizki, Herningtyas Nautika Lingga, Difa Intannia, Satrio Wibowo Rahmatullah, Aditya Maulana Perdana Putra, Mega Silviana

Abstract


One of the influential factors in shaping professional health workers is the learning process during education. The professional attitude of pharmacy students can be modified with innovative learning methods. Inquiry-Based Learning (IBL) emphasizes students' involvement in systematically, critically, and logically gathering information so that they can formulate their findings. This study aims to determine the effect of IBL on pharmacist professional study program education students taking Pharmacy Communication and Health Promotion courses. This study employed quasi-experimental research with a group Pretest-Posttest Design. The study subjects were 40 students of the Pharmacist Professional Education Study Program. The students got learning interventions with IBL method. IBL stages consist of IBL orientation, problem formulation, hypothesis formulation, data collection, hypothesis testing, conclusion formulation, and learning evaluation. Assessment instrumentation included pretests, posttests, reports, and student satisfaction questionnaires. Pretest and posttest data were statistically analyzed with SPSS. The implementation of IBL resulted in an increase in mean scores from 59.82 on the pretest to 92.83 on the posttest. There is a statistically significant difference between these results (Asymp. Sig 0.000). The proportion of student reports rated as excellent 70%, good 20%, and sufficient 5%. Student satisfaction with the learning method reached an average of 93.94%. Inquiry-based learning increases the knowledge of Pharmacist Professional Education Study Program students in the Pharmacy Communication and Health Promotion courses.


Full Text:

PDF

References


Acar, O. A., & Tuncdogan, A. (2019). Using the inquiry-based learning approach to enhance student innovativeness: A conceptual model. Teaching in Higher Education, 24(7), 895–909.

Aditomo, A., Goodyear, P., Bliuc, A.-M., & Ellis, R. A. (2013). Inquiry-based learning in higher education: Principal forms, educational objectives, and disciplinary variations. Studies in Higher Education,

(9), 1239–1258.

Adri, R. F. (2020). Pengaruh pre-test terhadap tingkat pemahaman mahasiswa program studi ilmu politik pada mata kuliah ilmu alamiah dasar. Menara Ilmu, 14(1), 81–85.

Ardiningtyas, B., Marchaban, Kusnanto, H., & Fudholi, A. (2017). Studi gambaran pelaksanaan praktek kerja profesi apoteker di apotek di Daerah Istimewa Yogyakarta. Jurnal Ilmiah Farmasi, 13(1), 21–28.

Azizah, A., & Parmin. (2012). Inquiry training untuk mengembangkan ketrampilan meneliti mahasiswa. Unnes Science Education Journal, 1(1), 1–11.

Barry, J. G., Colville, J. A., & Donnelly, R. F. (2007). Attitudes of pharmacy students and community pharmacists to numeracy. Pharmacy Education, 7(2), 123–131.

Brown, S. D. (2010). A Process-Oriented Guided Inquiry Approach to Teaching Medicinal Chemistry. American Journal of Pharmaceutical Education, 74(7), 121.

Ezeala, C. C., Ram, A. A., & Vulakouvaki, N. (2013). Learning gain of pharmacy students after introducing guided inquiry learning with computer simulation in a pharmacology class in Fiji. Journal of Educational Evaluation for Health Professions, 10(9), 1–4.

Febriani, Y., Hastuti, K. P., & Anggriani, P. (2015). Perbedaan hasil belajar siswa dengan menggunakan media audio visual dan media berbasis komputer pada materi pokok pembangunan berkelanjutan kelas xi SMA Negeri 7 Banjarmasin tahun ajaran 2014/2015. Jurnal Pendidikan Geografi, 2(5), 15–23.

Furtak, E. M., Seidel, T., & Iverson, H. (2012). Recent experimental studies of inquiry-based teaching: A meta-analysis and review. Paper Presented at the European Association for Research on Learning and Instruction, 1(1), 1–53.

Gunardi. (2020). Inquiry based learning dapat meningkatkan hasil belajar siswa dalam pelajaran matematika. SHEs: Conference Series, 3(3), 2288–2294.

Handoyono, N. A., & Arifin, Z. (2016). Pengaruh inquiry learning dan problem-based learning terhadap hasil belajar pkkr ditinjau dari motivasi belajar. Jurnal Pendidikan Vokasi, 6(1), 31.

Hartanto, W. (2016). Penggunaan E-Learning sebagai media pembelajaran. Jurnal Pendidikan Ekonomi, 10(1), 1–15.

Herawati, M., Karinaningrum, A. D., & Febrianti, Y. (2022). Gambaran kecemasan, stress, dan depresi mahasiswa di Jurusan Farmasi, Universitas Islam Indonesia. Jurnal Ilmiah Farmasi, Special Edition, 147–158.

Hidayati, A., Mufliha, F. N., & Faridah, I. N. (2016). Kualitas hidup mahasiswa profesi apoteker dengan Health Related Quality Of Life (HRQOL) SF-6D di Fakultas Farmasi Universitas Ahmad Dahlan Yogyakarta. Media Farmasi: Jurnal Ilmu Farmasi, 13(1), 135–143.

Huang, Y.-M., Chan, H.-Y., Lee, P.-I., Tang, Y.-W., Chiou, T.-W., Liu, K. C. S. C., & Ho, Y.-F. (2022). Exploration of changes in pharmacy students’ perceptions of and attitudes towards professionalism: Outcome of a community pharmacy experiential learning programme in Taiwan. BMC Medical Education, 22(1), 195.

Hyytinen, H., Siven, M., Salminen, O., & Katajavuori, N. (2021). Argumentation and processing knowledge in open-ended assignment tasks: Challenges and accomplishments among pharmacy students. Journal of University Teaching and Learning Practice, 18(6), 37–53.

Istikanah, I., & Achadiyah, B. N. (2014). Analisis perbandingan kinerja keuangan dengan pendekatan income statement dan value added statement pada unit usaha syariah. Nominal, Barometer Riset Akuntansi dan Manajemen, 3(2), 14–24.

Izma, H., Rahmatullah, S. W., Rizki, M. I., & Sari, A. K. (2023). Penyuluhan kesehatan mental pada mahasiswa tingkat akhir Program Studi Farmasi Fakultas MIPA Universitas Lambung Mangkurat. SAFARI :Jurnal Pengabdian Masyarakat Indonesia, 3(1), 98–103.

Jiwanjaya, Y., Lisdiana, & Yuniastuti, A. (2020). Analysis of science process skills and learning outcomes in inquiry learning model with mini research strategy to support pharmacy science in vocational high schools. Journal of Innovative Science Education, 9(1), 109–117.

Kharb, P., Samanta, P., Jindal, M., & Singh, Vi. (2013). The learning styles and the preferred teaching–learning strategies of first year medical students. Journal Of Clinical and Diagnostic Research, 7(7), 1089–1092.

Kodweis, K., Schimmelfing, L. C., Yang, Y., & Persky, A. M. (2020). Methods for optimizing student pharmacist learning of clinical note writing. American Journal of Pharmaceutical Education, 85(2), 1–11.

Kongkaew, C., Scholfield, C. N., Supapaan, T., Mann, C., Mongkhon, P., & Chanunun, S. (2019). Impact of research-based learning on student knowledge and assessment in pharmacoepidemiology: A one-group pretest-posttest experimental study. Thai Journal of Pharmaceutical Sciences, 43(4), 236–241.

Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681–718.

Lingga, H. N., & Intannia, D. (2022). Persepsi mahasiswa PSPPA FMIPA ULM terhadap pelaksanaan Praktek Kerja Profesi Apoteker. Medical Sains : Jurnal Ilmiah Kefarmasian, 7(4), 809–818.

Magdalena, I., Annisa, M. N., Ragin, G., & Ishaq, A. R. (2021). Analisis penggunaan teknik pre-test dan post-test pada mata pelajaran matematika dalam keberhasilan evaluasi pembelajaran di SDN Bojong 04. Jurnal Pendidikan dan Ilmu Sosial, 3(2), 150–165.

Meijerman, I., Storm, G., Moret, E., & Koster, A. (2013). Development and student evaluation of an inquiry-based elective course on drug discovery and preclinical drug development. Currents in Pharmacy Teaching and Learning, 5(1), 14–22.

Oderda, G. M., Zavod, R. M., Carter, J. T., Early, J. L., Joyner, P. U., Kirschenbaum, H., Mack, E. J., Traynor, A. P., & Plaza, C. M. (2010). An environmental scan on the status of critical thinking and problem solving skills in colleges/schools of pharmacy: Report of the 2009–2010 academic affairs standing committee. American Journal of Pharmaceutical Education, 74(10), 1–14.

Samarakoon, L., Fernando, T., Rodrigo, C., & Rajapakse, S. (2013). Learning styles and approaches to learning among medical undergraduates and postgraduates. BMC Medical Education, 13(1), 42.

Setiyawan, H. (2020). Pemanfaatan media audio visual dan media gambar pada siswa kelas V. Jurnal Prakarsa Paedagogia, 3(2), 198–203.

Sindiani, P., Dewi, R. S., & Bahrudin, F. A. (2023). Pengaruh penggunaan media pembelajaran moodle terhadap hasil belajar peserta didik. Equilibrium: Jurnal Pendidikan, 11(2), 203–214.

Sonsun, P., Hemtasin, C., & Thongsuk, T. (2023). Development of science learning activities using inquiry-based learning management to improve the academic achievement of secondary school students. Journal of Education and Learning, 12(3), 86–92.

Stewart, D. W., Brown, S. D., Clavier, C. W., & Wyatt, J. (2011). Active-learning processes used in US pharmacy education. American Journal of Pharmaceutical Education, 75(4), 68.

Sukrasno, S. (2008). Pengembangan pendidikan profesi apoteker untuk mendukung eksistensi apoteker di apotek. Majalah Ilmu Kefarmasian, 5(3), 130–137.

Susilowati, W. (2020). Meta-analisis pengaruh model inquiry learning terhadap keterampilan berfikir kritis pada mata pembelajaran tematik. Jurnal Ilmiah Pendidikan Profesi Guru, 3(1), 211–216.

Syafruddin, S. (2017). Implementasi metode diskusi terhadap peningkatan hasil belajar siswa. CIRCUIT: Jurnal Ilmiah Pendidikan Teknik Elektro, 1(1), 63–73.

Tarwiyani, T., Ibrohim, I., & Mahanal, S. (2019). Penerapan pembelajaran sains berbasis inquiry based learning terintegrasi nature of science dalam meningkatkan keterampilan metakognitif siswa. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 4(10), 1341–1346.

Utomo, Kusumastuti, D. E., & Misliyani. (2022). Kepuasan mahasiswa berkebutuhan khusus terhadap E-Learning Simari selama Covid – 19 di Universitas Lambung Mangkurat. Jurnal Ortopedagogia, 8(1), 50–55.




DOI: http://dx.doi.org/10.20527/jvk.v39i1.18399

Article Metrics

Abstract view : 210 times
PDF - 108 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Vidya Karya

Indexed By

Creative Commons License

Vidya Karya is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.