PERCEPTION OVERVIEW OF MEDICAL CLERKSHIP STUDENTS OF THE

FACULTY OF MEDICINE UNIVERSITAS MUHAMMADIYAH SUMATERA UTARA

YEAR 2018 TOWARDS ONLINE LEARNING IN THE COVID-19 PANDEMIC
1
Muhammad Al Anas, Atikah Hanum, Radika Fadhillah, Dwinda Rahmatun Azhari Pinem,
Mohamad Ilham Sandika, Karina Asysyifa R, Fawwaz Naufal R, M Iqbal Rifa'i, Mutia Aryu
Fitria
2
Ika Nopa
1
Medical Clerkship Program, Faculty of Medicine, Universitas Muhammadiyah Sumatera Utara
2
Department of Public Health and Preventive Medicine, Faculty of Medicine, Universitas
Muhammadiyah Sumatera Utara
Correspondence email: mhdalanas@gmail.com

Abstract

Introduction: The outbreak of the coronavirus or COVID-19 in Indonesia has had a major
impact, both from an economic, industrial, and educational perspective. One of the areas affected
by the spread of COVID-19 is the world of medical education, especially preclinical students and
the medical profession. The occurrence of the COVID-19 pandemic has fundamentally changed
the implementation of medical education. Aim: The purpose of this study is to describe the
perceptions of medical students of the Faculty of Medicine UMSU Year 2018 medical profession
towards online learning during the COVID-19 pandemic. Methods: Data from respondents in
this descriptive study were taken by consecutive sampling with a sample of 96 students who met
the inclusion criteria. Results: Most of the respondents' perceptions regarding online learning
agreed and were doubtful. In the fifth statement, most perceptions were found, namely agreeing
as many as 70 respondents (72.9%) and the tenth perception statement mostly found, namely
doubtful as many as 41 respondents (42.7%). Conclusion: Most of the medical students of
Faculty of Medicine UMSU Year 2018 agree on online learning during the COVID-19
pandemic.

Introduction medical education, especially preclinical

The outbreak of the coronavirus or
COVID-19 in Indonesia has had a major
impact, both in terms of the economy,
industry, and education. One of the sectors
affected by the COVID-19 pandemic is the
education sector which causes a lot of
routine physical activities, such as face-to-
face meetings in class, the academic
guidance process, formal meetings in
seminar forums, and so on.1 In the world of
students or the medical profession are also
affected. The occurrence of the COVID-19
pandemic has fundamentally changed the
implementation of medical education.2
The professional stage of doctor
learning process provides the opportunity
for students to apply directly the medical
science that has been studied at the
undergraduate stage to real patients at the
Main Teaching Hospital, Network Hospital
and other educational facilities such as
health centers and clinical laboratories in
order to achieve competence.3
In the learning process, students
directly face patients and their families in
each stage (clinical department) that they
have passed. However, during the New
Normal Era students were faced with the
risk of transmitting the COVID-19 outbreak
during learning activities. The dilemma
faced by the world of medical education, for
example medical students (clerkships)
dealing directly with sick people (patients)
to achieve maximum competence, while on
the other hand there are threats to health and
safety for medical professional students
which should not be ignored..4
Student perception is something that
happens to individuals. The individual
perception is influenced by factors from
within himself (individual factors) and
factors that come from outside himself or
the environment (environmental factors).5
The purpose of this study was to describe
the perceptions of medical students of FK
UMSU Year 2018 on online learning during
the COVID-19 pandemic.
Methods
This research was conducted on
Koass FK UMSU Stambuk 2018 Students.
This research was conducted based on the
approval of the Ethics Commission Number:
411 / KEPK / FKUMSU / 2020. The type of
research used is descriptive method with
cross sectional research design, which aims
to determine the perception of the medical
students' perceptions of FK UMSU Stambuk
2018 on online learning during the COVID-
19 pandemic.
The data from the respondents of this study
used consecutive sampling technique with a
sample of 96 students who met the inclusion
criteria. Prospective research subjects who
met the inclusion and exclusion criteria
filled out the inform consent form and
identity questionnaire sheets. After that the
respondents filled out a perception
questionnaire with 10 questions attached to
the Google Form. The results of this study
are presented as follows: the demographic
characteristics of the research respondents,
as well as the perceptions of the 2018 FK
UMSU Stambuk medical professional
students towards online learning during the
COVID-19 pandemic.
Results
Most respondents were women than
men, namely 69 people (72%) and male as
many as 27 people (100%). With a total of
10 questions, then it is described how the
students' perceptions related to the statements given by the researcher using
univariate analysis.

Table 1. Demographic Characteristics of Research Respondents

Karakteristik Jumlah Persentase

Demografi (n) (%)
Jenis kelamin
Laki-laki 27 28%
Perempuan 69 72%
Total 96 100%

Tabel 2. Distribusi Frekuensi Berdasarkan Pernyataan

Pernyataan 1: Pembelajaran Daring dapat diakses secara mudah
Persepsi Frekuensi Persentase
Sangat setuju 16 16.7%
Setuju 63 65.6%
Ragu-ragu 12 12.5%
Tidak setuju 5 5.2%
Sangat tidak setuju 0 0%
Total 96 100%

Pernyataan 2: Pembelajaran Daring tepat waktu dan sesuai dengan jadwal

Persepsi Frekuensi Persentase
Sangat setuju 5 5.2%
Setuju 42 43.8%
Ragu-ragu 34 35.4%
Tidak setuju 13 13.5%
Sangat tidak setuju 2 2.1%
Total 96 100%

Pernyataan 3: Materi yang disajikan secara daring sesuai dengan kegiatan pembelajaran
Persepsi Frekuensi Persentase
Sangat setuju 10 10.4%
Setuju 63 65.5%
Ragu-ragu 19 19.8%
Tidak setuju 4 4.2%
Sangat tidak setuju 0 0%
Total 96 100%
Pernyataan 4: Pembelajaran secara daring menambah pemahaman teori dan keterampilan
Persepsi Frekuensi Persentase
Sangat setuju 2 2.1%
Setuju 28 29.2%
Ragu-ragu 36 37.5%
Tidak setuju 26 27.1%
Sangat tidak setuju 4 4.2%
Total 96 100%

Pernyataan 5: Kemudahan dalam mengirim tugas

Persepsi Frekuensi Persentase
Sangat setuju 14 14.6%
Setuju 70 72.9%
Ragu-ragu 11 11.5%
Tidak setuju 1 1%
Sangat tidak setuju 0 0%
Total 96 100%

Pernyataan 6: Dokter pembimbing memberikan kesempatan untuk bertanya dan

berdiskusi
Persepsi Frekuensi Persentase
Sangat setuju 32 33.3%
Setuju 64 66.7%
Total 96 100%

Pernyataan 7: Dokter pembimbing memberikan respon terhadap pertanyaan yang muncul

selama pembelajaran secara daring
Persepsi Frekuensi Persentase
Sangat setuju 31 32.3%
Setuju 65 67.7%
Total 96 100%

Pernyataan 8: Dokter pembimbing selalu menemani ketika pembelajaran secara daring

hingga selesai
Persepsi Frekuensi Persentase
Sangat setuju 34 35.4%
Setuju 56 58.3%
Ragu-ragu 4 4.2%
Tidak setuju 2 2.1%
Total 96 100%
 Pernyataan 9: Dokter pembimbing menjelaskan arah dan tujuan dalam setiap
pembelajaran secara daring
Persepsi Frekuensi Persentase
Sangat setuju 22 22.9%
Setuju 61 63.5%
Ragu-ragu 10 10.4%
Tidak setuju 3 3.1%
Total 96 100%

Pernyataan 10: Pembelajaran Daring lebih memberi kemudahan dalam berinteraksi

dengan mahasiswa
Persepsi Frekuensi Persentase
Sangat setuju 1 1%
Setuju 24 25%
Ragu-ragu 41 42.7%
Tidak setuju 23 24%
Sangat tidak setuju 7 7.3%
Total 96 100%

Pembahasan waktu, metode pembelajaran, dan tempat

Dari hasil penelitian didapatkan dalam pembelajaran daring berpengaruh
bahwa responden lebih banyak memilih terhadap kepuasan mahasiswa terhadap
setuju dan ragu-ragu terhadap pembelajaran pembelajaran.6
daring semasa pandemi COVID-19 ini. Pembelajaran daring juga memiliki
Dengan pembelajaran daring, mahasiswa kelebihan mampu menumbuhkan
tidak terkendala waktu dan tempat dimana kemandirian belajar (self-regulated
mereka dapat mengikuti perkuliahan dari learning). Penggunaan aplikasi online
rumah masing-masing maupun dari tempat mampu meningkatkan kemandiri belajar.
dimana saja. Dengan pembelajaran daring, Pembelajaran daring lebih bersifat berpusat
dosen memberikan perkuliahan melalui pada siswa yang menyebabkan mereka
kelas-kelas virtual yang dapat diakses mampu memunculkan tanggung jawab dan
dimana pun dan kapan pun tidak terikat otonomi dalam belajar (learning autonomy).
ruang dan waktu. Kondisi ini membuat Belajar secara daring menuntut mahasiswa
mahasiswa dapat secara bebas memilih mata mempersiapkan sendiri pembelajarannya,
kuliah yang dikuti dan tugas mana yang mengevaluasi, mengatur dan secara simultan
harus dikerjakan lebih dahulu. Fleksibilitas mempertahankan motiviasi dalam belajar.7
 Pembelajaran daring dapat 3. Ahmed HMS. Hybrid E-Learning
Acceptance Model: Learner Perceptions.
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education: thoughts on future challenges.
khusus, lokasi mahasiswa dan dosen yang
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http://www.ncbi.nlm.nih.gov/pubmed/12149
dosen tidak dapat mengawasi secara
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training: review. BMJ.
pembelajaran. Oleh karena itu disarankan
2002;325(7366):693–6.
pembelajaran daring sebaiknya 6. Kaplan-Leiserson E. E-Learning Glossary
[Internet]. 2002 [cited 2018 Jul 5]. Available
diselenggarakan dalam waktu tidak lama
from:
mengingat mahasiswa sulit mempertahankan https://www.puw.pl/sites/default/files/conten
t_files/zas ob_do_pobrania/355/elearn-
konsentrasinya apabila perkuliahan daring
gloss-learncircuits.pdf
dilaksanakan lebih dari satu jam.8 7. Schilling K, Wiecha J, Polineni D, Khalil
S. An interactive web-based curriculum on
evidence-based medicine: design and
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enhance the acquisition of consulting skills.
Sebagian besar mahasiswa profesi
Australas Med J. [Internet]. 2011;4(6):300–7
dokter FK UMSU Stambuk 2018 setuju
terhadap pembelajaran daring pada masa
pandemi COVID-19.

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