Jurnal lttlanaiemen |(eperatruatan

a
rssN 2338-2031
Jurnal
lttlanaiemen
|(eperatrua
Persatuan perlwat Nasio.rlal Indonesia
r SHIFTKERJA DAN BEBAN KERJABERPENGARUH
TERHADAP
TERJADINYAKELELAHANKERJA PERAWATDI RUANG RAWAT
DI RUMAHSAKIT PEMERINTAH
Rusdi,BambangEdi Warsito
I HUBUNGANKEPEMIMPINAN
DAN SUPERVISIDENGANKINERJA
PERAWATPELAKSANADALAM PENDOKUMENTASIAN
ASUHAN KEPERAWATAN
MursidahDewi, RiskaZestin
I PENGARUHLOYALITASDAN KEPUASANTERHADAPKINERJA
PERAWATDALAM ASUHAN KEPERAWATANPASIEN RAWAT INAP
RUMAH SAKIT SWASTADIYOGYAKARTA
LWayanSudarta,Edi Dharmana,AgusSanfoso
I PENGALAMANPERAWATPELAKSANADALAM MENERAPKAN
KESELAMATANPASTEN
Nur Mahya lsnaini,Muhamad Rofii
I uerooe JrcsAw sEBAGATupAyA MENTNGKATKAN
HASILBELAJAR
DITINJAUDARI KEMAPUANMETAKOGNITIF
DewiWulandari
SOFTSKILLPERAWATMELALUIKEPEMIMPINAN
I PENINGKATAN
TRANSFORMASIONAL
KEPALARUANGDI RSISULTANAGUNG
SEMARANG
Tri Hartiti
I PENGARUHPROGRAMMENTORING
TERHADAPPENERAPAN
BUDAYAKESELAMATANPASIEN
Devi Nurmalia,Hanny Handiyani,Hening pujasari
I nne THEREANY DIFFERENcEsoF LEARNINGoRIENTATIoN
BETWEENLEVEL 1 AND LEVEL4 NURSINGSTUDENTS
Fatikhu YatuniAsmara
DiterbitkanOleh
Tim PengembangJurnal
PersatuanPerawatNasionalIndonesia
EDITORIAL
SUSUNAI\ REDAKSI
JURNAL MANAJEMEN KEPERAWATAI\
Pembina:
H. Edy WuryantoS.Kp.,M.Kep
Penasehat:
H. Edy Soesanto,
S.Kp.,M.Kes.
Arwani, S.KM, MN.
PimpinanUmum:
Ns. KurniaYuliastuti,M.Kep.
PimpinanRedaksi:
Ns. MuhammadRofii, M.Kep.
Sekretaris:
Ns. DeviNurmalia,M.Kep.
Bendahara:
Budiasih,S.Kp
lllitra Bestari:
Ns. WastuAdi Mulyono,M. Kep.
Ns. JebulSurosaM. Kep.
Ns. Mazly Astuti,M.Kep.
Alamat Redaksi:
PPNI JawaTengah
Jl Yos Sudarso47 - 49 Ungaran
Telp.02476913574
Email:
Jurman.kep@gmail.com
PENGAIYTAR REDAKSI
Jurnal Keperawatan PPNI Provinsi Jawa
Tengah (JKPPNI-Jateng) merupakan salah
satu publikasi ilmiah yang memiliki reputasi
secara nasional bagi kalangan perawat di
Indonesia. JKPPNI-Jateng saat ini telah terbit
yang ke 3 yangpada edisi ini memuat artikelpeneliti-peneliti
artikel
terbaru
dari
keperawatandi Indonesia.
Hasil penelitian pada edisi ini merupakan
perkembangan ilmu yang uplo-date sehingga
sangat mendukung terhadap perkembangan
pengetahuan yang
ilmu
ketahui
kita
berkembang secara militan dan pesat. Hasil
penelitian pada artikel ini memiliki beberapa
terobosanyang perlu di cermati oleh berbagai
pihak sehingga akan mendukung program
pembangunan kesehatan di Indonesia dalam
rangka " pencapaian
target
Millenium
Development Goals pada tahun 2015.
Semoga hasil-hasil penelitian yang disajikan
pada edisi JKPPNI-Jateng kali ini akan dapat
senantiasa menambah perkembangan ilmu
pengetahuan dan teknologi keperawatan di
Indonesia.
Kami mengharapkan masukan, saran dari
pihak
berbagai
untuk
kesempurnaan
penerbitan pada JKPPNI-Jateng yang akan
datang.
Salam Redaksi
DAFTAR ISI
I.
IIAL
SHIFT KERJA DAN BEBAN KERJA BERPENGARUHTERHADAPTERJADINVA
KELELAHAN KERJA PERAWATDI RUANG RAWAT
DI RUMAH SAKIT PEMERINTAH
Rusdi.BemhangEdi Warsito
l-12
2. HUBUNGAN KEPEMIMPINAN DAN SUPERVISIDENGAN KINERJA
PERAWATPELAKSANA DALAM PENDOKUMENTASIAN
ASUHAN KEPERAWATAN
MursidahDewi, RiskaZestin
t3-21
3. PENGARUH LOYALI'TAS DAN KEPUASAN TERI{ADAPKINERJA PERAWAT
DALAM ASUHAN KEPERAWATANPASIEN RAWAT INAP
RUMAH SAKIT SWASTADtrYOGYAKARTA
I.ll"altanSudarta.Edi Dharmana,AgusSantoso
ZZ-29
4. PENGALAilIAN PERAWATPELAKSANA DALAM MENERAPKAN
KESELAMATAN PASIEN
Nur MalryaIsneini,lt{uhamadRofii
30-37
5. METODE JIGSAW SEBAGAI UPAYAMENINGKATKAN HASIL BELAJAR
DITINJAU DARI KEMAPUAN METAKOGNITIF
Devti lvulandari
38-46
6. PENINGKATAN SOFTSKILL PERAWATMELALUI KEPEMIMPINAN
TRANSFORMASIONAL KEPALA RUANG DI RSI SULTAN AGUNG
SEMARANG
Tti Hartiti
47-54
1. PENGARUH PROGRAM MENTORING TERHADAP PENERAPAN
BUDAYA KESELAMATAN PASIEN
Devi Nurmalia, Hanny Handq,ani, Hening pujasari
55-63
8. ARE THERE ANY DIFFERENCES OF LEARNING ORIENTATION BETWEEN
LEVEL 1 AND LEVEL 4 IIURSING STUDENTS
FatikhuYatuniAsmara
64-68
ARE THERE ANY DIF'FERENCESOF LEARFIING ORIENTATION
BETWEEN LEVE 1 AND LEVEL 4I\I]RSING STUDENTS
FatikhuYatuni Asmara*
*Staf pengajarJurusanKeperawatanFakultasKedokteranUniversitasDiponegoro
ABSTRACT
Purpose:The aim of this researchis to identifi fhe differencesof learning orientationbetweel level I and
tevet + mrsing students. Method: Data were collected using Inventory of Learning Styles (ILS)
questionerswhich involved two studentsas respondents,level I and level 4 nursing students.The data
were calculatedbased on scoring key in each sub component,and were comparedwith standardof
psychology students.Result: Thi result showed that there were differences of leaming orientation
betweenlevel 1 and levei 4 mysing studentsparticularly in componentspersonallyinterqsted,certificate
directed,vocationdirected,and ambivalent.One of reasonsbehind of this is level I nursing studentsget
transition from senior high school into college wtrile level 4 mrrsing studentsare settler, and can adapt
with learningprocessin iollege. Conclusion:It will be be$er if every studenthas changeto screentheir
leaming orielriation by compl-etingILS questioners,so it will help studentsto focus on their learning
process-onthe otherhand, studenti' leaming oriertation will help teacherto facilitate studentsachieving
the competencies.
Keywords: learning orientatioq nursing students
Jurnal ManagemenKeperawatan. Volume2, No.l, Mei2014; 64.68
INTRODUCTION
Orientationand motivationseemto be
two words that very importantfor everyone
whenthey do someactivities.Accordingto
Oxford learner'spocket dictionary(2008),
the meaningof orientationis '"the type of
aims or interests that a person or an
organization has" while motivation is
definedas "the reasonwhy somebodydoes
somethingor behavesin a particularway''.
Based on that, both orientation and
motivation can be affected by inner and
outer factorsor are known by intrinsic and
extrinsic factors. Furthermore, Omrod
(2009) defined motivation as "an internal
statethat arousessomeoneto action,pushes
someonein particulardirections,and keeps
someoneengagedin certainactivities".
Hencg motivation is needed for
students when they joined education
especiallyin highereducation.Sincein this
place students will be prepared with
theories,new ideas,innovativetechnologies
and critical thinking in order to help them
to be professionalsand entrepreneursso
later they will be able to work and earn
money for their live. Thus they have to
know w'hataretheir purposesjoining higher
education.Is there any reasonrather than
passthe exam or gain the skills? Or they
only follow the rule from their parentsthat
they must continue their study in higher
education? The reasons or motivation
behindthe student'sjoining in educationis
called learning orientation (Ras, et.al,
2002).
Every student has their own learning
orientation; it dependson intrinsic and
extrinsic factor affecting them. For
instance: a study conducted by Jeffrey
(2009) statedthat there were at least three
students'learningorientationswhich most
of studentschooseindustriouspragmatistas
their learning orientationwhile cognitive
voyaging and multimedia collaboration
were o4 the second and third place
respectively.Studentswho haveindustrious
pragmatistmustlearnskills as manyasthey
can since skillful studentswill be more
occupiedthan studentwith minimumskills.
They could be more result orientedthan
students with
cognitive voyaging
origntationwho more conc€rnon process.
Accordingly, to know students'
learning orientation is very important for
teachersince it can direct them to facilitate
their studentsto reachtheir destinationor to
lead their student when they have wrong
learning orientation.Not only for teachers
but also studentscan get many advantages
when they reziltzetheir learningorientation,
for instance:join the learningprocesswith
no doubt becausethey know exactly what
their objectivesare.That is Vermunt(1998)
who developedILS which hasfour learning
components: processing strategies,
regulation sfrategies, learning orientation,
and mentalmodelof learning;eachlearning
componentwhich has sub componentsis
representedby severalquestionsfrom total
120 questions.This is very useful for
studentsto find their learningstylesin order
to help them more productive in their
learningproc€ss.
Therefore,this study usesILS as a tool
to investigatostudents'leaqningorientation
since the aim of this study iss to know the
differencesof, learning orientation between
level I attdi, lcvel 4 nursing student.
Differenceir",onfffi. cart give effect for
previous study
learning,or-iorrJatior.lsincqirl'
resultedthaFolder:studentsprefer to have
industriouS pragnbtist as theii learning
orientation while younger students more
comfort to have multimedia collaboration.
(Jeffrey, 2009). Ifowever, this study
focusedon learning orientation on ILS by
Vermunt which has five sub components:
personally interested, certificate directed,
self-test directed vocation directed, and
ambivalent.
METHOD
Data were collected using ILS
questionerswhich involved two studentsas
subjects who have different level. Both
studentswere female which one student in
level I while another in level 4; both
subjects were chosen randomly in their
class and have sarnepreferencein nursing
science. Fur,thermore,level 1 student is
student in first semesterwho graduated
from senior hi,ghschool and does not have
any enperiencasabout learning in higher
cducation,while level 4 student is student
in
in swenth semesterwho hasexperiences
Are ThereAny Differences
BetweenLevel 1
and Level4 NursingSludenfs
Fttlkhu YatuniAsmara
teaching learning process in higher
educationat leastthreeyears;shealso has
experiencesjoining internship stage in
hospitalfor severalsubjects.
Before filling the questioners,both
subjectsgot explanationthat the data were
given would be analyzedto identiff the
differencesof learningorientationbetween
level 1 and level 4 nursing student,and
personal identity would be kept or
anonymous.During the process,subjects
can come to ask for help or explanation
relatedto the questioners.
After agreement,
the questionerswere filled and returned
without seriousdifficulties.
Next, data were calculatedbasedon
scoring key in each sub componentby
Vermunt,andwerecomparedwith standard
of psychologystudents.This standardwas
chosensincepsychologyis more similar in
sciencewith nursingthansocialscience.
RESULT
Both two subjects have , several
differences,not only in level but also in age
and experiencesin learningprocess.Table
1 will serve basic information about
subjects
Table I
Characteristicsof subiects
Respondent1
18years
Age
Female
Sex
Level
Level l/lst
semester
(graduated
from senior
high school)
Experience No experience
in learning (mostlyteacher
process
centerin senior
high school)
Respondent2
2l years
Female
Level4/7th
semester
3 year with
student
centered
leaming
Scores of the two subjects were
variative, and it is focused in learning
orientationsincethe aim of this study is to
know the differencesof learningorientation
betweenlevel I and level 4 students.Table
2 gives information about ILS scoring of
in detail.
two respondents
Table 2
Result of the ILS
Level1
Components/
student
subcomponents
Score Level
Processing
strategies
a. Deepprocessing 373495
39540s
b. Stepwise
Processing
l0
c. Concrete
processing
.,
Regulation
strategies
4
31
a. Self-regulation
475
b. Extemal
regulation
24
c. Lack of
regulation
3. Learning
orientation
t3
a. Personally
interested
t0
b. Cgrtificate
directed
22
c. Self-test
directed
20
d. Vocation
directed
l6
e. Ambivalent
4. Mental modelsof
learning
22
a. Constuctionof
knowledge
28
b. Intakeof
knowledge
34
Useof
knowledge
32
d. Stimulating
education
l6
Cooperation
Level4
student
Score Level
I
l.
25
52
4l
t4
t9
l8
l8
24
l3
37
37
18
33
Score is score of subjects in each
basedon scoringkey 'of the
subcomponent
ILS, and level is comparingthe score of
subjectswith psycholory studentswhich is
servedin the ILS standard.Level I means
low or less than lSYo of sum score of
psychologystudentsand level5 meanshigh
or more than 50% of sum score of
psychologystudents(Vermunt,I 998).
It can be seen from learning
orientation component with its sub
componentsthat most of sub components
are different in level except self-directed
test.For instance,personallyinterestedand
Jurnal ManagemenKeperawatan. Volume2oNo, 1, Mei 2Af"4;64{,8
5
5
j
certificate directed of level 4 student is
higher than level I student;it is four and
one respectively.On the other hand, the
rangeof level in vocationdirectedbetween
level 4 and level 1 studentsis not too wide,
only two point. In contrast,level I student
moreambivalentthan level 4 studentwhich
is shown by level five and one,
respectively.
DISCUSSION
In fact, result showedthat there were
differencesof learningorientationbetween
level 1 and level 4 nursing students
particularly in sub cornponentspersonally
interest'-d, certifieate directed, vocation
directed,andambivalent.Oneof arguments
underthis finding is level 1 studentis in the
transition era betweensenior high school
anduniversityincludinglearningprocess.It
could be big differences in learning
environmentand the way of learning in
universityratherthan in seniorhigh school;
it is shockedher so it effectsher learning
orientation.Other reasonsare student in
level I does not have clear aim why she
joined nursingas her choiceor what her life
couldbe if shejoined in nursingprogramso
is biggerthan
no wonderif her ambivalence
le'.'el4student.
Base.don study conductedby Jeffrey
(2009), older students had industrious
orientation instead younger students who
choose multimedia collaborationas their
learning orientation.It was becauseolder
students or students in higher level
orientatedtheir study for working world.
They were looking for the way how to get
job as quick as possibfe,how to be
competent employeesby applying their
skill and theory which were got in college
sincea competentemployeewould gethigh
salary.
On the other hand, Younger
studentswere enjoying their roles as a
collegestudentsinsteadseniorhigh school
studentssince in collegethey faced many
differentthings including learningprocess.
For instance:in senior high school they
were more passivein learningprocess,and
most of their activities were listening to
their teacherwhile in collegeor university
they must be active to achieve their
informationtechnology0T)
competencies;
startedto be favoritein this time sincemost
of their teachersused IT to deliver their
topic or encouragedthem to find the
referencesin obook or e-journalby using
internet.Thus,it wasnot amazedif younger
students prefer to pick rnultimedia
collaborationastheir learningorientation.
Even though difference in learning
orientation is normal condition for every
student but it must be an agreement
between students and teachers that the
learningorientationin higher educationis
in all subjects;
to achievethe competencies
will
be competent
that
students
it means
graduates when all competencies are
achieved.In orderto gainthat,teachermust
be creative to createa motivating learning
and teaching process, to develoP a
conduciveenvironmentfor studentsso they
will comfortandenjoythe learningprocess.
Accordingto Omrod (2009), in productive
classroom,studentscan tune in and study
more effective especially when they are
motivated to know their intrinsic
motivation in learningthan exhinsic. It is
said that there are many'weys to build a
productive classroom, for example: by
using instructionaltechniquewhich attracts
studentsto join learningprocessor giving
feedbackfor students'achievementin order
to encouragestudentsto do the same or
betterthing in the future.
Furthermore,the sameideacamefrom
Ten Cate (2004) which statedthat teacher
must help studentsto pass the transition
from external guidance (guidance from
teachers)throughsharedguidance(together
betweenstudentsand teachers)to internal
In other
guidance(by studentsthemselves).
to
responsibility
have
wordso teachers
by
facilitate studentsto be competence
creatinga goodmethodwhich help students
to have internal guidance or learn by
themselveseven when they graduatefrom
university,or it is calledlong life learning.
However, the result of this studY
cannotbe generalizedsincethe numberof
subjectswas limited. For that reason,it is
better to conduct further research by
involving more subjects. Besides the
numberof subjects,the suggestionsfor next
researchare conductingcohort researchto
Are ThereAny DifferencesOf LearningOrientationBetweenLevel 1
and Level4 NursingSfudenfs
FatikhuYatuniAsmara
investigatethat do experiencesin learning
prooess in higher education affect the
learning orientationor not by conducting
seriesof observationto studentswhenthey
arein level I until thevarein level4.
CONCLUSION
All in all, learning orientation is
important for each studentto help them
focus on learning process; teachers as
facilitators also must know the students'
learning orientationin order to help them
achievetheir objectivesin learningprocess.
Basedon the result of this study,thereare
differencesof learningorientationbetween
studentlevel 1 and studentlevel 4. Thus it
is important for teachers to create a
motivatinglearningprocessto help students
achieve their competencies and be
competentgraduates.
REFERENCES
Jeffrey, L.M. (2009). Learning orientation
diversity in higher education.
Learning and Individual Dffirences,
r 9 ( 2) .195-208
Omrod,J.E. (2009).Humanlearning.Fifth
edition. New Jersev: Pearson
Education,Inc.
Oxford leorner'spocketdictionary.(2008).
Fourth edition. New York: Oxford
UniversityPress.
Ras, P.J., Olivier, N., Tiivikua, T.,
Grundling, J.P. (2002). Learning
orientationsof studentsin an African
Developing Country: ImPlications
for knowledge transfer. Retrieve
from
October, 12nd 2011,
edu.nalbitstream/
hup://ir.polytechnic.
ji
iet,Yo20T
| 0 628I | 83I 1lFtas,Yo20Oliv
vikua,Yo20Grundling.%o20Leatning%o
2Oorientationso/o}}oP/o20students.." p
df
Ten Cate, O., Snell, L., Mann, K'' &
Vermunt, J. (2004). Orienting
teachingtoward the learningprocess.
AcademicMedicine,79, 219-228Vermunt,J. D. (1998).The regulationof
constructive learning Processes.
British Journal of Educational
Psycholog,t,68, 149-17|
Jurnaf ManagemenKeperawatan. Volume2, No. 1, Mei 2014; 64'68