Self-Efficacy and Tutorial Performance of First-Year Students in The Faculty of Medicine

Irsyad Muhammad Sumarna, Umatul Khoiriyah

Abstract


Introduction: PBL (Problem Based Learning) is a common learning method in medical faculty around the world. Tutorials are the main learning activity in PBL. Internal (self-efficacy) and external (learning model) factors affect student learning performance. This study aims to determine the relationship between self-efficacy and tutorial performance of first year students of the Faculty of Medicine, Islamic University of Indonesia.

Method: This study used a quantitative method with a cross-sectional observational design. The research instruments used in the study were the General Self-Efficacy Scale (GSES) that had been adapted in Bahasa Indonesia and the tutorial activity score of Block 1.6 Endocrine and Reproductive Systems of the 2021 Competency-Based Curriculum (CBC).

Result: There is a significant relationship between self-efficacy and tutorial performance (p<0.05). There is a significant difference in tutorial performance based on gender, motivation to enter FK and participation in student organizations.

Discussion: There is a relationship between self-efficacy and student activeness in tutorial performance. However, tutorial performance is also related to several confounding variables, which are gender

Keywords


self-efficacy; tutorial performance; first-year students; medical faculty

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References


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DOI: https://doi.org/10.30596/jih.v7i2.27485

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