Undergraduate Nursing Students Perception on the Implementation

of Curriculum based Competency

Rijal Maulana

, Ardia Putra

Students at Faculty of Nursing, Syiah Kuala University Banda Aceh, Indonesia

Department of Nursing Management, Faculty of Nursing, Syiah Kuala University Banda Aceh, Indonesia

Keywords: Competency Based Curriculum, Undergraduate Nursing Students, Nursing Education

Abstract: Competency based curriculum is a curriculum developed based on the element of competence that can help

students to achieve the highest competency profile as a nurse graduate. The purpose of this research is to

evaluate the undergraduate nursing student’s perception about the implementation of competency based

curriculum at their faculty. Descriptive quantitative design was used for this study, with cross sectional

approach. Sample included in this study were 382 and data collection using questionnaire sheet and

analyzed by using descriptive analytic. Result of research: 372 respondents (97,4%) apply small group

discussion method is well, 318 respondents (83,2%) apply role-play and simulation method is well, 329

respondents (86,1%) apply collaborative learning method is well, 367 respondents (96.1%) apply problem-

based learning/inquiry method is well, 361 respondents (94,5%) apply self-directed learning method is well.

It is recommended to the nursing curriculum education unit to continue developing the competency based

curriculum method based on the National Qualification Framework (NQF) of Indonesia so as to the process

of achieving graduates who can compete in the workplace.

1 INTRODUCTION

One of the objectives of providing education by an

institution is to provide and produce graduates who

have the ability and competitiveness in a searching,

acquiring and finding a job. Other issue about

competitiveness reported that the human resources

in Indonesia are still at a low level. Recent

information from the World Economic Forum

(WEF) submitted through The Global

Competitiveness Report 2016-2017 shows that

Indonesia's competitiveness rating dropped from

rank 37 to rank 41 out of 138 countries. This rating

is still lower than other Southeast Asian countries,

namely Singapore at third place, followed by

Malaysia at 23

and Thailand 27 (Ristekdikti, 2016,

p.8).

Nowadays, the learning process in college has

changed from Teacher Centered Learning (TCL) to

Student Centered Learning (SCL), where the

ownership of learning is no longer centered on

lecturers but students who actively construct science,

so that emphasis is not only on theory also on how a

work is done. If the curriculum is run, it is not

difficult for students to change themselves from less

competent to competent of graduates with hard skills

and soft skill (Sailah, 2008, p.33).

Competency Based Curriculum is a highly

strategic formal tool for underlying comprehensive

learning and education management in universities.

It is important to realize that college graduates

should be designed to be agents of change by

developing an optimal curriculum oriented to values,

knowledge, skills, attitudes and ethics (Sudjarwadi,

2010, p.3).

Competency Based Curriculum method can

produce various benefits in lecturing process and

outcome of graduates. Firstly, can help students to

develop self-potential optimally and in accordance

with the demands of workplace. Secondly, improve

the quality of graduates with the expected

competencies that can be applied in the community.

Thirdly, the achievement of competencies with

orientation mastery learning based on authentic

assessment in the process. Finally, the autonomy of

learning management by increasing the role of

department and staff of lecturers in developing

various learning innovation for the innovations for

the improvement learning outcomes (Dantes, 2009;

in Syarif, 2011).

Maulana, R. and Putra, A.

Undergraduate Nursing Students Perception on the Implementation of Curriculum based Competency.

DOI: 10.5220/0008395600002442

In Proceedings of the Aceh International Nursing Conference (AINC 2018), pages 141-146

ISBN: 978-989-758-413-8

141

Faculty of Nursing Syiah Kuala University has

applied Competency Based Curriculum bymethod of

Student Centered Learning (SCL) for each lecturing

starting from academic year of 2010/2011. In this

method, every learning is doneassessment soft skills

students through face toface learning activities both

in class, tutorial, and practice in laboratory.

(Academic FKep-USK, 2015).

Based on the results of research conducted by

Ikram and Kamil (2016) and supported by Agus

(2009, p.81) on the effectiveness of the application

of PBL method to learning achievement, it was

found that 62.5% of students solve problems with

group discussions, such as skill answer and respond

to questions, communicate orally according to the

activity in the step of analyzing the problem with the

method of seven jumps. Therefore, the ability to

analyze and solve the problem is a competency that

is very important to be owned by a nursing student

in order to achieve the profile of nurse graduates

competency.

2 METHODS

This research type is quantitative research using

cross sectional study design. It conducted on May

29-31

2018 at Faculty of Nursing Syiah Kuala

University. The sample in this research is 382

Reguler A students with total sampling technique.

Data were collected by using questionnaires that

compiled by researchers based on the theory of X

and Y McGregor (2002) in the form of Likert Scale

consisting of 4 choices of answers. This

questionnaire was consisted of: demographic data,

and statement about Competency Based Curriculum

method. Some steps processed data: editing, coding,

transferring, and tabulating. It was categorized by

good and less grades by using the cut of point

values.

This study was analyzed by using univariate

analysis, in order to find the frequency distribution

of research variables. This research was conducted

after obtaining a letter of passing ethical test from

the Ethics Committee of the Faculty of Nursing,

Syiah Kuala University which aims to protect and

ensure the confidentiality of respondents.

Before data were collected, validity test was

conducted on 20 students from the Faculty of

Medicine, Syiah Kuala University. The results

showed that from 39 statements, there were 38 valid

statements where the r-value of the table using the

5% level was 0.444.The reliability test in this study

was conducted with Cronbach's Alpha Test,

indicating that the Cronbach's Alpha value was

0.967, so the statements contained in the

questionnaire were considered reliable.

3 FINDINGS

Characteristics of respondents are described in Table

1. Most respondents were 20 years old (37%),

identified as women (93.7%), and from the

generation 2017 (31.2%).

Table 1. Demographic data of study participants (N=382).

Characteristics

Age (year)

104

142

9,9

27,2

37,2

25,7

Sex

Male

Female

358

6,3

93,7

Grade

2014

2015

2016

2017

119

25,7

21,7

21,5

31,2

Students’ perceptions on the implementation of

competency-based curriculum are described in Table

2 below.

Table 2. Students’ perceptions on the implementation of

competency based curriculum (N=382).

Method Category f %

Small group

discussion

Good 372 97,4

Poor 10 2,6

Role playing

Good 318 83.2

Poor 64 16.8

Collaborative

learning

Good 329 86.1

Poor 53 13.9

Problem based

learning/inquiry

Good 367 96.1

Poor 15 3.9

Self-directed learning

Good 361 94.5

Poor 21 5.5

Based on table 2 above, it can be concluded that the

application of small group discussion method to

students Faculty of Nursing Syiah Kuala University

is viewed in good category (x≥ 15-24) that is 372

respondents (97.4%). Based on table 2, it was

concluded that the application ofrole play and

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simulation method to the students Faculty of

Nursing Syiah Kuala University was in good

category (x≥ 12,5-20) that is 318 respondents

(83,2%). Based on table 2 above, it can be

concluded that the application of the learning

method of collaborative learning to the students

Faculty of Nursing Syiah Kuala University of is in

good category (x≥ 12,5-20) that is 329 respondents

(86,1%). Based on data in table 2 above, it was

concluded that the application of problem based

learning / inquiry method to the students Faculty of

Nursing Syiah Kuala University is in good category

(x≥ 15-24) that is 367 respondents (96,1%). Based

on table 2 above, it was concluded that the

application ofself-directed learning method to the

students Faculty of Nursing Syiah Kuala University

is in the good category (x≥ 10-16) that is 361

respondents (94.5%).

4 DISCUSSION

Findings of this study concluded that the application

of small group discussion method to students in

Faculty of Nursing Syiah Kuala University is in

good category that is 372 respondents (97.4%).

According to the Directorate General of Higher

Education (2014, p.58), discussion is one of the

elements of active learning and is part of many SCL

learning models. Here students are asked to create

small groups (5-10 people) to discuss materials

provided to lecturers or materials obtained by

members of the group. Small group discussion is a

way of presenting a lesson that exposes students to a

problem of statements or questions to discuss and

solve together. Based on the results of research

conducted by Insiyah (2016) obtained results that

small group discussion to provide benefits for

students, such as; students will be more comfortable

participating in their groups, providing opportunities

for full participation, more student interaction, and

students can learn to build teamwork.

The results of this study are also supported by

research conducted by Hayadi (2015) on improving

learning outcomes through of small group discussion

method on students with a sample of 26 respondents.

The results showed that 26 students who followed

the learning using SGD got the most value 82

(26,2%). So it can be concluded that learning by

SGD method improves student-learning outcomes of

Manna Midwifery Academy significantly.

According to the researcher, learning by group

discussion method will create student skills such as

critical thinking to solve problems, exchange

experiences and information, and public speaking,

thus making all students active in the learning

process.

The application of role play and simulation

method to the students in Faculty of Nursing Syiah

Kuala University was in good category that is 318

respondents (83,2%). The Directorate General of

Higher Education (2014, p.58) indicates the

simulation is a model that brings a similar situation

to the real into the class. Simulations can take the

form of role plays to practice verbal and nonverbal

communication, practice team skills, develop

problem solving, and develop empathy skills. The

result of this research is supported by Setiawati

(2016) research on the implementation of role

playing in improving learning outcomes with a

sample of 39 students. The results showed that the

learning outcomes of learners by using the role

playing method has increased, the learning outcomes

in question is in terms of affective learners

participate actively and cognitively with the results

of the increase in the exam of learners.

Results of research conducted by Solikhah

(2016) about the implementation of role-play

method in subjects of public speaking for students of

English majors at IAIN Surakarta as many as 26

respondents. The result shows that the learning of

public speaking using the technique of role playing

is well done where there are three aspects that show

the achievement consistently, that is learning activity

(83,98%), individual appearance (81,41%) and

formative test (81,54%).

According to researchers the application of role-

playing method is interesting, fun, and can make

learners want to interact in it. Through the method of

learning role playing skills and the ability of learners

will develop like responsibilities in learning, public

speaking that’s well, colleagues in the learning

process, and creative problem solving that will be

difficult to develop if using traditional teaching

techniques. In addition, students who are dominated

by the majority of women make them prefer to do

techniques role play, so they can apply it well in

every tutorial lesson. This is also supported by

research conducted by Marita, Amanati, and

Kuswardani (2017) on the influence of role playing

method on the ability habits of mind of therapy

students with 80 respondents showed that the score

habits of mind students after using role playing

method is 76,8% is higher than before the

application of role playing method is 71,8%, which

Undergraduate Nursing Students Perception on the Implementation of Curriculum based Competency

143

includes the ability to think creatively, critically, and

self-regulation with p-value 0.000 <(0.025). So, it

can be concluded that the role playing method can

be affect the habits of mind physiotherapy students.

Findings of this study also indicates that the

application of the learning method of collaborative

learning to the students of Faculty of Nursing Syiah

Kuala University of is in good category that is 329

respondents (86,1%). Collaborative learning is a

method of learning that focuses on cooperation

among students based on consensus that is built by

the members of the group (The Directorate General

of Higher Education, 2014, p.60). Based on the

results of research conducted by Ginting (2017) on

the effectiveness of collaborative learning and

independent learning for knowledge on the students

of the Faculty of Medicine, University of Lampung

with a sample of 200 respondents, the results

showed that an increase in knowledge of both the

collaborative learning and independent learning,

with an average each increase was 48.50 and 44.50

with p-value 0.000. So it can be concluded that there

is a significant difference to the students' knowledge

between the group of collaborative learning and

independent learning.

Furthermore, other research results by Bakri

(2016) on the implementation of learning model of

collaborative learning type numbered heads together

in improving students' learning motivation in the

subjects of PAI Class XI in SMA Negeri 5

Palembang with a sample of 67 respondents,

indicating that there is a significant difference

between student learning motivation on PAI subjects

in the experimental class and control class

with a

significant level of 5% (t

= 9.90). So it can

concluded that there is a significant difference

between students' learning motivation of

experimental class using model of collaborative

learning type numbered heads together and learning

motivation of control class students who do not use

model of collaborative learning type numbered

heads together on the subject of PAI in Class XI

SMAN 5 Palembang.

While according to the researcher's view this is

due to the advantages of collaborative learning

related to higher learning achievement, developing

leadership skills, learning more fun, deeper material

understanding, improving interpersonal skills and

developing future skills. This is supported by

Sudarman's (2014) research on the application of

collaborative learning method to improve the

understanding of subject research methodology

materials with a sample of 95 respondents. The

results showed that of collaborative learning method

has a higher contribution in improving the

achievement of material understanding and student

learning outcomes than conventional learning.

Based on data in this study, it was concluded that

the application of problem based learning / inquiry

method to the students in Faculty of Nursing Syiah

Kuala University is in good category that is 367

respondents (96,1%). According to the Directorate

General of Higher Education (2014, p.61) problem

based learning / inquiry is learning by exploiting

problems and students must conduct searching

information (inquiry) to be able to solve the

problem. There are four steps that students need to

do in PBL / I, which first receives problems relevant

to one / some of the competencies required by the

lecturers, secondly searches the relevant data and

information to solve the problem, the third organizes

the data and links the data with problem, and fourth

analyze the PBL / I problem solving strategy is to

learn to make use of the problem and the student

have to search / extract the information (inquiry) to

be able to solve the problem.

The results of this study are supported by

research Syarif (2011) on the analysis of the

development of soft skills of students between the

methods of problem based learning and approach

lecturing in Faculty of Nursing Syiah Kuala

University with a sample of 30 respondents. The

results of this study indicate that the average soft

skill of students on PBL learning method is 122.63,

while on learning method lecturing with an average

of 116.27. The conclusion of this research is there is

a significant difference soft skill student on learning

method of PBL and lecturing (p-value = 0,038);

alpha = 0.05).

According to the researchers' perspective, the

application of PBL method to students at the

Nursing Faculty of Syiah Kuala University has

introduced presentation techniques and completed

several cases in accordance with the expected

competencies, so as to hone the ability to solve

problems, convey ideas, leadership skills, listen to

other people's opinions and teamwork.

In addition, supported by Syahreni and Afifah

(2015) research on the relation of the application of

collaborative learning method and problem based

learning with the motivation to learn in the students

Faculty of Nursing Indonesia University with a

sample of 143 respondents. The results show that

there is a significant relationship between the

application of learning methods CL and PBL with

the motivation of student learning Nursing of

Indonesia University (p<0.05). This method

application is very contribute to the achievement of

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student learning motivation compared with the use

of conventional learning methods.

Based on table 6 above, it was concluded that the

application of self-directed learning method to the

students in Faculty of Nursing Syiah Kuala

University is in the good category that is 361

respondents (94.5%).

According to the Directorate General of Higher

Education (2014, p.59) self-directed learning is a

learning process undertaken on individual student

initiative itself. In this case, the planning,

implementation, and assessment of the learning

experience that has been undertaken, done all by the

individual concerned. While the lecturer only acts as

a facilitator, who gives direction, guidance and

confirmation of the progress of learning that has

been done the student.

The result of this research is supported by Safitri

(2014) about the effectiveness of self-directed

learning in terms of personal intelligence to the level

of understanding of IKIP PGRI Bojonegoro students

with a sample of 89 respondents. The results show

that is self-directed learning method more effective

than thedirected learning model both in general and

for each category of personal intelligence.

According to the researchers' view this is because

using SDL methods can help grow and hone active

learning habits in students, a sense of individual

responsibility to awaken and empower students, that

learning is their own responsibility. In other words,

students are encouraged to manage or lead

themselves, such as time management, priority

management, conflict management and stress

management.

This is also supported by Chairunnisa (2016)

research on the relationship of Self Directed

Learning (SDL) with the cumulative achievement

index of students in the Faculty of Psychology

University of Muhammadiyah Malang with a sample

of 346 respondents. The results showed that there

was a significant positive relationship between SDL

with student GPA (r) = 0,524 p = 0,000 <0,05. In

addition, it was found that the influence of self-

directed learning on the students' GPA was 27.4%,

while 72.6% were influenced by factors not studied

in the study.

5 CONCLUSION

Based on the results of research and discussion that

have been done, it can be concluded that the

application of Competency Based Curriculum

method through small group discussion method, role

playing and simulation, collaborative learning,

problem based learning / inquiry, and self-directed

learning to students in the Faculty of Nursing Syiah

Kuala University is in the good category. It is

recommended to the management Faculty of

Nursing Syiah Kuala University to continue to

develop Competency Based Curriculum method

based on National Qualification Framework of

Indonesia so as to improve the process of achieving

graduates who can compete in the workplace.

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