| Abstrakt: |
Introduction: A stressful, authoritarian, and lack of collaboration learning environment can reduce students' motivation and interest in learning resulting in learning outcomes that are not optimal. Efforts to improve the quality of the learning environment need to be done by assessing the learning process, teachers, academic achievement, learning atmosphere and social environment. The purpose of this study will be to identify the description of the academic learning environment. Methods: This descriptive cross-sectional study was conducted on 271 participating students as a sample. The sampling technique used is proportionate stratified random sampling to obtain an assessment of the academic learning environment from various strata, namely the first year, second year, third year and final year students. The instrument used was the Dundee Ready Educational Environment Measure (DREEM) which consisted of 50 statement items. Items and average scores are obtained as a whole and at each level. Data were analyzed with SPSS and Microsoft Excel. Results: The results of this study show that the academic learning environment score is 133.75/200, included in more positive than negative category. Based on the sub-dimensions, the results of the learning process were (33.41/48), teachers (30.98/44), academic achievement (23.39/32), learning atmosphere (29.79/48), and social environment (16. 17/28). Academic achievement is the subdimension with the highest rating and social environment is the sub-dimension with the lowest score. Conclusions: The assessment of the academic learning environment is included in the more positive than negative category, meaning that the implementation of nursing education has been going well even though there are deficiencies. DREEM will assess the parts that are already positive, need to be improved and need to be repaired. [ABSTRACT FROM AUTHOR] |
