The Effect of Learning Strategy and Intelligence Musical Rhythm of Learning Outcomes Harmony I (Published)
Strategy is as a systematic way of communicating the content of the lesson to the students to achieve certain learning objectives. Musical intelligence is present in every person at birth, because it is related to life and soul, most likely musical intelligence is present in the reality before birth and will be together as the essence of the soul after death. The purpose of this research is to know the difference of learning result of Harmony I course between group of students which is taught by contextual learning strategy with group of students which is taught by expository learning strategy which has musical intelligence of rhythm. This study uses quasi experimental research with 2 x 1 factorial design. The results of the study with the calculation of ANAVA at 0.05 stated that the learning outcomes of Harmony I student groups with musical intelligence of rhythms taught by contextual learning strategy is lower than the group of students who were taught by the strategy of learning expository . There is influence between learning strategies and musical intelligence rhythm towards the results of learning Harmony I. Conclusion that students with musical intelligence rhythm more appropriate taught using expository learning strategies.
Gender Differences on Medical Students’ Perception of Peer Tutoring Learning Strategy on Clinical Skills Training At Macarthur Clinical Skills Laboratory (MCSL) (Published)
The study investigated medical students’ perception of peer tutoring learning strategy on clinical skills training at Macarthur Clinical Skills Laboratory (MCSL) during their Introduction to Clinical Medicine (ICM) sessions. It adopted the descriptive survey design. The population of the study was 98 medical students, 66 of these students were randomly selected .Two research questions and two hypotheses guided the study. The instrument titled Peer Tutoring and Clinical Skills Training (PTCST) was used to collect data and a reliability coefficient of 0.85 was obtained using Cronbach Alpha. Data was collected after exposing the students to clinical skills practical sessions for two weeks. The research questions were answered using mean and standard deviation and the null hypotheses were tested using independence sample t-test. The findings of the study revealed that there is no significant difference between male and female medical students’ responses on their perception on the influence of peer tutoring on clinical skills training during Introduction to Clinical Medicine (ICM); irrespective of their gender, practicing among classmates enhanced their retention of the basic clinical do –steps, build up their confidence level as well as determined their proficiency level through the instant feedbacks. It was also revealed that during this practice sessions the medical students were sensitive to their gender differences and wished to maintain their dignity during clinical skills practical sessions. The researchers therefore recommends that Peer tutoring learning strategy should be adopted in clinical education while a chaperon should be made available for students during clinical skills practical sessions.