| Autor: |
Herawati, Mutiara, Nafiah, Zahrotun, Hanifah, Suci, Fatimah, Is, Darnis, Deny Susanti Binti, Musawwa, Muhammad Miqdam, Febriana, Beta Wulan |
| Předmět: |
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| Zdroj: |
AIP Conference Proceedings; 12/12/2022, Vol. 2645 Issue 1, p1-10, 10p |
| Abstrakt: |
A pharmacist is a professional health worker who focuses on all aspects of medicine, starting from the manufacture to the effectiveness of the drug used by patients. Graduates of the pharmacist profession must undergo a bachelor of pharmacy study program and continue the pharmacist profession study program. The professional study program is achieved in one year consisting of 2 semesters with various activities, both lectures with the university teaching team to field practice. The majority of undergraduate students who graduate from pharmacy will continue their study of the pharmacist profession. Usually they have high enthusiasm and motivation to complete the program. Therefore, the researcher wanted to know the motivation and gaze of the students at the beginning of the pharmacist program semester using the motivated strategies for learning questionnaire (MSLQ). Thus, students are expected to be able to identify their own motivation and develop strategies to optimize their learning performance while in the pharmacist profession program. This descriptive research design uses a cross-sectional approach. The research sample is a pharmacist profession student at the beginning of the first semester. Primary data was collected from filling out the motivated strategy for questionnaire learning by students, and data was taken from the final grade of learning in the first course. Respondents involved as many as 97 students with male sex 21.43% and the rest female. The results of data analysis showed that the level of motivation and strategy had the same results in the high category of 43% and 57% of the moderate category. The results of the analysis showed that of the 81 MLSQ there were 39.51% positive and negative correlations, respectively, while the rest were uncorrelated. This shows that students who have a high level of motivation and strategy show grades that will be well received, and vice versa. Therefore, from this research it is locked that motivation and strategies affect student learning outcomes. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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