Coping Strategy and Student Perception on the Use of the

Competency Based Curriculum (CBC)

Muhammad Rijalul Fakhri

, Hasmila Sari

, Aiyub

Nursing Student, Syiah Kuala University, Banda Aceh, Indonesia

Department of Psychiatric Nursing, Syiah Kuala University, Banda Aceh, Indonesia

Keywords: The coping strategy, student perception, competency-based curriculum

Abstract: The Competency-based curriculum is a learning method that widely applied in various universities. This

curriculum required students to master many things and become a stressor for them, so it is necessary to

hold an adaptive coping strategy in learning process. The purpose of this research is to know the correlation

between coping strategy and student perception on CBC method in one of nursing faculties in Aceh,

Indonesia. This is correlational study with cross sectional study design. The population in this study were

regular students of classyear 2017/2018. Sampling technique used stratified random sampling with total of

89 respondents. Data collection techniques used Maladaptive and Adaptive Questionnaire (MAX). The data

were analyzed using independent t-test. The results show that students' perceptions of CBC method were in

good category (53%) and student coping strategies were in maladaptive response (41,57%). There was a

relationship between coping-adaptive-and-avoidance strategy and students’ perception about CBC method

among nursing students with p value 0,015 and 0,049, respectively. It is recommended to the faculty to

improve the quality of CBC learning methods and continue to support students in learning process in order

to generate competent nurses.

1 INTRODUCTION

University is advanced level of education after

senior high school graduation that applied to prapare

students becoming a part of society with academic

ability, profesionalism, creating and improving

knowledges and arts ( laws no 2, 1986, article 16,

subsection 1). Learning processes are the important

aspect to be applied in the higher education,

including competency-based curriculum (CBC).

CBC is a curriculum concept that emphasizes ability

development on doing tasks with several standards

that felt by students (Enoh, 2005). CBC uses student

center learning method that in the learning process

students are required to be active on learning

process.

Application of CBC learning method is like

two sides of a coin which gives both positive and

negative impact for the students. Application of

CBC learning method requires student to master

many things such as self-learning ability and prepare

presentation. These requirement become one of

stressor factor for students. Problem that causes high

stress was coming from learning habit, development,

and skill. In addition, the weakness of mastering

learning material, assessment, and financial are

causing a high stress (Moffat et al., 2004).

Therefore, a suit coping strategy is necessery to

decrease students’ stresses. There are varieties of

coping strategy among students and often

connecting with individual perception toward event

of stress (Kozier, 2010).

Because of these explanation, the researcher

interested to know the coping strategy correlation

with student perception toward CBC learning

method

2 METHODS

Research’s type is descriptive quantitative with cross

sectional study design. Stratified random sampling

was used in this research to 89 nursing students at

one nursing faculty in Aceh with CBC learning

method. Questionnaire consisted of 45 statements

which measures coping strategy and student

perception toward CBC learning method. Data were

analysed using univariate and bivariate analysis

Fakhri, M., Sari, H. and Aiyub, .

Coping Strategy and Student Perception on the Use of the Competency Based Curriculum (CBC).

DOI: 10.5220/0008395700002442

In Proceedings of the Aceh International Nursing Conference (AINC 2018), pages 147-151

ISBN: 978-989-758-413-8

147

(Pearson Product Moment test). Ethical approval

was obtained from the Ethical Nursing Research

Committee of Syiah Kuala University.

3 FINDINGS

3.1 Demographic Characteristics

All of the participants were identified as last

teenager (100). The majority of the participants were

female (94%) and graduation between 2016-2017

(53,9). Characteristics of the participants are

described in Table 1.

Table 1: Demography Data (n=89).

Category Frecuency Persentage

Gender

Female 84 94,4

Male 5 5,6

Age

Last Teeneger 89 100

Graduation

2017 29 32,6

2016 19 21,3

2015 19 21,3

2014 22 24,7

3.2 Students Perception toward CBC

Learning Methods

Students’ perceiption toward CBC learning methods

are described in Table 2 as shows that 60,7% of

students perceived the use of CBC learning method

with Self Directed Learning as good, 58,4% students

perceived the use of CBC learning method with

Demonstration/ simulation as foor (bad).

Table 2: Student Perception towards CBC Learning

Method.

CBC Method

Category

Good Poorly

f % f %

Small Group Discussion 45 50,6 44 49,4

Demonstration/simulation 37 41,6 52 58,4

Self Directed Learning 54 60,7 35 39,3

Problem Based Learning 46 51,7 43 48,3

Case Study 51 57,3 38 42,7

3.3. Correlation between Students’

Coping Strategy and Perception

Toward CBC Learning Method

The correlation between students’ coping strategy

and perceiption toward CBC Learning Methods are

described in Table 3. According to table 3 shows

that correlation between students’s coping strategies

and perceiption about CBC learning methods were

not significant for Demonstration/simulation (p-

value = 0,21) and Self Directed Learning methods

(p-value = 0,61) but were significant for Small

Group Discussion (p-value = 0,01), dan Problem

Based Learning and Case Study methods (p-value =

0,05) with the correlation values ranged between

0,05 to 0,25.

3.3. Correlation of Adaptive Coping

Strategy towards Student

Perception about CBC Learning

Method

The correlation between maladaptive coping strategy

and perceiption toward CBC Learning Methods are

described in Table 3 as shows that there were no

significant correlation between maladaptive coping

strategy and students’ perception about CBC

Learning Method for Small Group Discussion (p-

values = 0,13), Demonstration/simulation (p-values

= 0,66), Self Directed Learning (p-values = 0,31),

Problem Based Learning (p-values = 0,08), and

Case Study methods (p-values = 0,30).

3.3. Correlation of Adaptive Coping

Strategy towards Student

Perception about CBC Learning

Method

The correlation of Avoidance Coping Strategy

towards Students’ Perception about CBC Learning

Methods are described in Table 3. According to

Table 3 shows that correlation between Avoidance

Coping Strategy towards Student Perception about

CBC Learning Methods is not significant for Small

Group Discussion (p-value = 0,11),

Demonstration/simulation (p-value = 0,32), Self

Directed Learning (p-value = 0,23), and Problem

Based Learning methods (p-value = 0,10) but

significant for Case Study method (p-value = 0,04)

with pearson correlation coefficient values ranged

between 0,10 and 0.20.

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Table 3: Correlation between Students’ Coping Strategy, Maladaptive Coping Strategy and Avoidance Coping Strategy

toward student perception about CBC Learning Methods (n=89).

Learning Method

Category Mean SD N P value

Students’ Coping Strategy

Small Group Discussion

Good 32,44 2,54 45

0,01

Poorly 30,95 3,11 44

Demonstration/

Simulation

Good 32,16 2,68 37

0,21

Poorly 31,38 3,06 52

Self Directed Learning

Good 31,83 2,55 54

0,61

Poorly 31,51 3,44 35

Problem Based Learning

Good 32,28 2,68 46

0,05

Poorly 31,09 3,06 43

Case Study

Good 32,22 2,62 51

0,05

Poorly 31,03 3,18 38

Maladaptive Coping Strategy

Small Group Discussion

Good 23,82 3,91 45

0,13

Poorly 22,52

4,22 44

Demonstration/

Simulation

Good 23,41

4,46 37

0,66

Poorly 23,02

3,85 52

Self Directed Learning

Good 23,54

4,48 54

0,31

Poorly 22,63

3,40 35

Problem Based Learning

Good 23,91

3,88 46

0,08

Poorly 22,40

4,22 43

Case Study

Good 23,57

4,12 51

0,30

Poorly 22,66

4,05 38

Avoidance Coping Strategy

Small Group Discussion

Good 9,02 1,39 45

0,11

Poorly 8,61 0,99 44

Demonstration/

Simulation

Good 8,97 1,04 37

0,32

Poorly 8,71 1,33 52

Self Directed Learning

Good 8,94 1,23 54

0,23

Poorly 8,63 1,17 35

Problem Based Learning

Good 9,02 1,23 46

0,10

Poorly 8,60 1,17 43

Case Study

Good 9,04 1,29 51

0,04

Poorly 8,53 1,05 38

4 DISCUSSION

Application of CBC learning method gives more

advantages than conventional learning method. This

research’s result showed that the majority of

students were able to plan their study time better. It

is caused by self-learning process that makes

students able to plan their study plan better. This

result is supported by research that conducted by

Nursing College of School of Health Sciences

(STIKes) Dharma Husada which is 77,2% students

agreed that using CBC learning method gives more

advantage rather than conventional learning model

and it makes the student open-minded. Application

of CBC learning method also makes students able to

understand learning issue that was given and doing

brainstorming on group discussion comprehensively

(Noprianty, 2016).

Another research conducted by Medicine

Faculty of Sam Ratulangi University showed that

Problem Based Learning (PBL) method is able to

increase value of learning environment rather than

conventional learning strategy. It is caused by PBL

method approaching that able to encourage student

to gain motivation and responsibility toward their

environment (Talumewo, Pangemanan, &

Marunduh, 2013). This is supported by the result of

research which is 46% students are interested on

practicing role play because it can encourage

student’s communication skill better and 69,6%

students are disagree that CBC learning method

discourages student on learning process.

Coping Strategy and Student Perception on the Use of the Competency Based Curriculum (CBC)

149

Research conducted by Riley, Kirsch, Shapiro,

and Conley (2016) at the University of Loyola

Chicago showed that students had higher depression

experience, anxiety, and stress during transition

period and on first year in the university. Students

were showing type of maladaptive coping strategy

and less adaptive coping strategy at the level of

transition in university. This is also supported by

research held by Geng and Midford (2015) at the

University of Charles Darwin where students of the

first year in university have higher stress level rather

than other students which influenced their

experience on continuing or stopping their courses.

Students who are in the process of writing a

thesis tend to cause anxiety. Sources of anxiety are

varied, such as lack of confidence, easy giving up, or

pressure from the environment. Parents, supervisors

and distant social environments cause students to be

anxious and tensed so need for social support to

reduce the level of anxiety (Astuti & Hartati, 2013).

The application of the CBC learning method is

also able to improve adaptive coping responses in

the learning process of students at the University.

This is evidenced by the respondent's answer that

69.6% of students try to see the problem as an

opportunity and are ready to face challenges and

71.7% of students understand well the causes of a

problem.mThe results of this study are supported by

the research conducted by Schaufeli (2006) in the

Netherlands which the result that small group

methods can make someone to have knowledge and

improve their coping abilities. Social interaction

during the group work process makes individuals

have good practicing skills and understanding

feedback from their coping. The results of this study

also concluded that the effect of increasing

knowledge and coping abilities of small groups

would only last for at least 8 weeks. The study was

supported by respondents' answers in this study,

which 62.9% of students were able to provide

constructive feedback in the Small Group

Discussion learning method so that it had a positive

impact on improving students' knowledge and

coping abilities in the learning process.

The research conducted by Kulkarni and Sinha

(2015) at Manipal University showed that the CBC

learning method made students to be able to

understand the meaning to express themselves in

language as well as how they understood the

teaching and learning process itself. Small group

method learning affects the ability of knowledge

transfer between educators and students and also

promotes integration that enables students to

communicate freely.

Research conducted by Atindanbila and

Abasimi (2011) showed that only 4% of the total

coping strategies used by students to reduce their

stress levels at the University. This is due to

students' mistakes in choosing strategies that are

inadequate to reduce their stress levels. Errors in

choosing the coping strategy can also be caused by

different levels of student adaptation.

The influence of the level of adaptation from

research conducted by Al Dubai (2011) in one of the

Faculty of Medicine in Malaysia showed that older

students used active coping, reframing, and planning

more than those done by younger students. This

happens because older students have adapted to the

learning environment better and they have known

lecturers for longer time than the younger ones. This

is supported by the answers of respondents with the

results of 57.3% of students learning from existing

experiences. This shows that the longer the student's

adaptation period, the better the coping response he

has.

Based on respondents' answers, 78.6% of

students handled the problem actively and tried to

solve the problem and 48.3% of students did not

avoid the problem. These results provide evidence

that it turns out that with the CBC method of

learning students try to deal with the problem

actively and try to understand the learning issue

provided by the lecturer.

Research conducted by Jensen et al., (2016)

showed that avoidance was used by students when

they were unable to reduce stress as an alternative

approach. Students who use avoidance responses are

often helped to find short-term relief from stress by

focusing on feeling afraid of stress. This helps them

to use avoidance coping strategies in the future.

Avoidance is the first defense mechanism that is

often shown by students. They still try well on

learning material that is considered difficult and still

hopes to pass through the material by minimizing

the relationship with the learning scenario (Khiat,

2013).

Based on respondents' answers, 78.9% students

did not understand the scenario given and 67.4%

students were less able to relate the scenario to the

problem that occurred. This is due to differences in

the level of understanding between scenario makers

and students so that students find it difficult to

interprete the cases given. Nevertheless, students are

of the opinion that the Case Study method is able to

provide great benefits in the CBC learning method.

The results of this study are supported by

research conducted by Rahmawati and Ervanto

(2017) at Trunojoyo Madura University with the

result that case-based learning strategies have not

been effective in increasing students' understanding

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of the teaching and learning process. However, 95%

students thought that case-based learning could be a

new approach, 95% students were satisfied with the

use of case-based learning methods, and 97%

students liked the use of case-based learning to assist

them in learning.

5 CONCLUSION

There is a relationship between adaptive and

avoidance coping strategies with students' perception

on the learning methods of Competency-Based

Curriculum (CBC). While the coping response of

41.57% students was in maladaptive response,

student perceptions on CBC method are in good

category (53%).

ACKNOWLEDGEMENTS

The researcher thanks to all respondents, they were

Nursing Faculty students at Syiah Kuala University

for their full participation in this research.

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