SEMESTER LEARNING PLAN (SLP) MEDICAL SURGICAL NURSING I

JENDERAL SOEDIRMAN UNIVERSITY

FACULTY OF HEALTH SCIENCE Document Code
DEPARTMENT OF NURSING

SEMESTER LEARNING PLAN

COURSE CODE RUMPUN MK CREDIT SEMESTER Arrangement Date
Medical Surgical Nursing I NSA33 Compulsory Study Program T=2 P=1 3 31-07-2021
13
AUTHORIZATION/APPROV SLP Developer Coordinator Head of Program
AL Atyanti Isworo, M.Kep., Ners., Sp.KMB Atyanti Isworo, M.Kep., Ners., Mekar Dwi Anggraeni, M.Kep., Ph.D
Sp.KMB

Vision and Mission of the Vision Excels in nursing science and technology-based resources and local culture in the year 2034
Program
Mission 1. Organizing quality nursing education and student activities to produce graduates who are characterized, qualified and
highly competitive
2. Conducting research and innovation in the nursing field to improve the competitiveness of resources and local culture
3. Organizing community service through empowerment programs and technology transfer in the nursing field to improve
community welfare
4. Improving the quality of cooperation with partners to increase institutional participation in community development

Course Profile Care Provider

Educator & Health Promotor

Learning Outcomes Program Learning Outcomes

PLO1 Able to show devotion to God the Almighty, demonstrate a professional attitude, apply ethical principles, legal and cultural
(A1) perspectives in nursing based on the values of honesty, caring and never give up in carrying out tasks in the field of nursing
PLO2 Able to master concepts, theories, techniques and nursing procedures to perform nursing care based on the nursing process
(K1) approach
PLO3 Able to develop themselves and improve professional skills in the field of nursing on an ongoing basis
(S2)
PLO4 Able to provide nursing care professionally based on Evidence Based Practice to improve the quality of nursing care and client
(C3) safety
PLO5 Able to provide education and health promotion to individuals, families and communities
(C5)
Course Learning Outcomes
CLO1 Make ethical decisions in providing nursing care to patients with cardiovascular, respiratory system and hematology disorders
(PLO1)
CLO2 Describe the concept, scope, role of nurses and medical surgical nursing service standards (PLO2)

CLO3 Identifying trend issues in medical surgical nursing, especially in the cardiovascular, respiratory and hematology system (PLO3)
for continuous self-development
CLO4 Able to design nursing care for adult clients with cardiovascular, respiratory and haematological system disorders based on
evidence based practice (PLO4)
CLO5 Able to design health education for patients with cardiovascular, respiratory and hematological system disorders (PLO5)

Lesson Learning Outcomes

LLO 1 Able to explain the concept, scope, role of nurses, and medical surgical nursing service standards (C2,A3) (CLO2)
LLO 2 Able to identify trend issues in medical-surgical nursing, especially in the cardiovascular, respiratory and hematology
systems (CLO 3) (C2,A3)
LLO 3 Able to analyze cases in adult clients with peripheral arterial disease based on evidence based practice (CLO 4) (C4,
A3, P3)
LLO 4 Able to analyze cases in adult clients with hypertension based on evidence based practice (CLO 4) (C4, A3, P3)
LLO 5 Able to analyze cases in adult clients with coronary heart disease based on evidence based practice ((CLO 4) C4, A3,
P3)
LLO 6 Able to analyze cases in adult clients with heart failure based on evidence based practice ((CLO 4) C4, A3, P3)
LLO 7 Able to analyze cases in adult clients with hematological disorders: Anemia and Dengue Hemorrhagic Fever (C4, A3,
P3) (CLO 4)
LLO 8 Able to analyze cases in adult clients with respiratory disorders: Tuberculosis (TB), Covid 19, COPD, Chest Trauma
and Lung Cancer based on evidence based practice (C4, A3, P3) (CLO 4)
LLO 9 Able to analyze legal and ethical aspects based on cases in adult clients with cardiovascular, respiratory and
hematological system disorders (C4, A3) (CLO 1)
 LLO 10 Able designing health education for clients with cardiovascular, respiratory and haematological system disorders and
simulating responsibly and ethically (C6, A3, P3) (CLO 5)
Course Learning Outcomes Correlation to Lesson Learning Outcomes
LLO 1 LLO 2 LLO 3 LLO 4 LLO 5 LLO 6 LLO 7 LLO 8 LLO 9 LLO 10
CLO 1 
CLO 2 
CLO 3 
CLO 4      
CLO 5 

Course Description The focus of this course is meeting the needs of adult clients with impaired oxygenation and circulation needs. Providing nursing
care in cases of respiratory, cardiovascular and hematology disorders based on the nursing process by applying biomedical sciences
such as biology, histology, biochemistry, anatomy, physiology, pathophysiology, medical surgical nursing, internal medicine,
pharmacology, nutrition, surgery and rehabilitation. Disorders of the system include inflammatory disorders, degenerative
disorders, malignancies and trauma, which are included in the top 10 cases both locally, regionally, nationally and internationally.
The scope of the discussion starts from the assessment to the evaluation of care for the client. Nursing interventions include
therapeutic modalities of nursing in various conditions including complementary therapies
.
Study Materials : Learning Materials 1. Medical surgical nursing concepts and paradigms
2. Trends in medical-surgical nursing issues in the cardiovascular, respiratory and hematology systems
3. Anatomy, physiology and pathophysiology of the cardiovascular, respiratory and hematology
4. Nursing care for cardiovascular, respiratory and haematological system disorders
5. Health Education and Promotion: designing health education activities and simulating
Reference Main 1. Black, J.M., & Hawk, J.H. ( 2014 ). Medical surgical nursing clinical management for positive outcomes. 7th
ed. St. Louis :Elsevier Saunders
2. Lewis, K. ( 2019 ). Medical surgical nursing assessment and management of clinical problems. 11th ed. St.
Louis :Mosby Inc.
3. Ignatavicius, D.D., & Workman. (2006). Medical surgical nursing : Critical thinking for collaborative care.
5th ed. St Louis, Missouri: Elsevier Inc.
4. Smeltzer & Bare. (2013). Brunner & Suddarth’s textbook of medical surgical nursing. Philadelpia : Lippincott
 Pendukung 1. Dochterman, J.M., & Bulechek, G.M., (2013). Nursing intervention classification (NIC) (4th ed.), St. Louis:
Mosby.
2. Moorhed, S., Johnson, M., Maas, M.L., Swanson, E. (2013). Nursing outcomes classification (NOC). St. Louis:
Mosby
3. NANDA International. Nursing diagnoses: Definitions and \lassification 2018-2020. 11th ed. Thieme
4. Sumeru, A., Noviestari, E., Masfuri., Herawati, T. (2014). Studi fenomenologi perilaku kesehatan masyarakat
Tengger yang mengalami hipertensi. Thesis. Universitas Indonesia: Jakarta
5. Isworo, A., Anam, A., Indrawati, N. (2019). Pengaruh terapi emotional freedom technique (EFT) dalam
menurunkan tekanan darah pada lansia hipertensi. Jurnal Kesehatan Gaster 17 (2): 154-166.
6. Suryantoro, E., Isworo, A., Upoyo, A.S. (2017). Perbedaan efektivitas pursed lips breathing dengan six minute
walk test terhadap forced expiratory. Jurnal Keperawatan Padjadjaran 5 (2): 99-112.
7. Upoyo, A.S., Taufik, A. (2019). Pengaruh relaksasi genggam jari dan nafas dalam terhadap mean arterial
pressure pasien hipertensi primer. Prosiding. Seminar Nasional LPPM Unsoed.
8. Upoyo, A.S., Mulyono, W.A., Hidayat, A.I., Anam, A. (2016). Tausiyah untuk pengendalian tekanan darah
penderita hipertensi primer di wilayah kerja Puskesmas Purwokerto Timur. Jurnal Skolastik Keperawatan 2 (1)
9. Isworo, A., Danismaya, I., Widayati, RS., Dane, S. (2020). Health behaviour related to sputum conversion of
patients pulmonary tuberculosis in the last phase of intensive medication. Journal of Research in Medical and
Dental Science, 8 (5), 22-27
Lecturer 1. Atyanti Isworo, M.Kep., Ners., Sp.KMB
2. Annas Sumeru, M.Kep., Ners., Sp.Kep.MB
3. Nuriya, M.Kep., Ners., Sp.Kep.MB
4. Akhyarul Anam, M.Kep
Prequisities Basic Biomedical Sciences,
Basic Nursing Science,
Nursing Pharmacology,
Nursing Process and Critical Thinking
Learning Forms; Score
Week Learning Methods; Learning Material
Assessment Student Assignment
Lesson Learning Outcomes
(Estimated Time) (Reference)
Indicator Criteria and Offline Online
Techniques
(1) (2) (3) (4) (5) (6) (7) (8)
1 - Lecture Contract 1.1 Accuracy in explaining Criteria: Practical Lecture Concept, scope, roles and T=2 %
- Practicum Contract the concept and scope of True false [PS: 1x(170”)] Discussion functions of nurses,
- LLO-1 Able to explain MSN; scoring [PB: 1x(2x50”)] service standards of MSN
the concept, scope, role 1.2 Accuracy in explaining guidelines Read the
of nurses and medical the role and function of Test concept, scope,
surgical nursing service the MSN nurse; technique: role of nurses
standards (C2,A3) 1.3 Accuracy in explaining Mid-term and MSN
MSN service standards. test service
standards
[PT+KM:(1+1)
x(2x60”) ]

e-learning :
https://eldiru.unso
ed.ac.id/
2 - Making practicum 2.1. Accuracy in explaining Criteria: Lecture Trend issues of MSN in T=3%
videos trend issues Report rubric Discussion the cardiovascular,
- LLO-2 Able to identify 2.2. Illustrates the benefits Non-test [PB: 1x(2x50”)] respiratory and
trend issues in medical of trend issues, technique: Task 2: (CBL) hematology systems
surgical nursing, especially for self- Make an Create an essay
especially in the development essay on on trend issues
trend issues of MSN in the
cardiovascular,
of MSN in cardiovascular,
respiratory and
the respiratory, and
hematology systems hematology
cardiovascul
systems
ar,
[PT+KM:(1+1)x(
respiratory 2x60”) ]
and
hematology e-learning :
systems https://eldiru.un
soed.ac.id/
3 LLO -3 Able to analyze cases in 3.1 Accuracy of linking Criteria : Lecture Review of the anatomy T=5 %
adult clients with Peripheral causes, signs and True False Discussion and physiology vascular
Arterial Disease based on symptoms to Scoring [PB: 1x(2x50”)] system, PAD
evidence based practice 3.2 Accuracy of identifying Guidelines, Task-3 : Read pathophysiology, PAD
[(C4,A3)] assessment results in practical the nursing care based EBP
patients with PAD assessment pathophysiolog
rubric y and nursing
3.3 The accuracy of
Test care in patients
formulating nursing Techniques: with PAD
diagnoses in patients Mid-term [PT+KM:(1+1)x(
with PAD Test 2x60”) ]
3.4 The accuracy of
selecting nursing e-learning :
outcomes in patients https://eldiru.unso
with PAD ed.ac.id/
3.5 The accuracy of
selecting appropriate
nursing interventions in
patients with PAD
3.6 Accuracy of explaining
ABI examination
procedures in patients
with PAD

4 LLO -4 Able to analyze cases in 4.1 Accuracy of linking Criteria : Lecture Hypertension T=5 %
adult clients with hypertension causes, signs and True False Discussion pathophysiology,
based on evidence based symptoms of Scoring [PB: 1x(2x50”)] hypertension
practicee [[(C4, A3)] hypertension Guidelines, Task-4 : Read management,
4.2 The accuracy of practical about hypertension nursing care
identifying the results of assessment pathophysiolog based on EBP,
rubric y and nursing hypertension care issue
the assessment in
Test care in patients trends
hypertensive patients
Technique: with
4.3 The accuracy of Mid-term hypertension
formulating nursing Test
 diagnoses in [PT+KM:(1+1)x(
hypertensive patients 2x60”) ]
4.4 Appropriateness of
selecting nursing e-learning :
outcomes in patients https://eldiru.unso
with hypertension ed.ac.id/
4.5 Accuracy in choosing
nursing interventions in
patients with
hypertension

5 LLO -5 Able to analyze cases in 5.1 Accuracy of linking Criteria : Practical Lecture CHD Pathophysiology, T=5 %
adult clients with coronary heart causes, signs and True False [PS: 1x(170”)] Discussion Management and Askep P=1%
disease based on evidence based symptoms in patients Scoring [PB: 1x(3x50”)] of CHD based on EBP,
practice [(C4,A30)] with coronary heart Guidelines, Task-5 : Read trend issues in the care of
disease practical the patients with CHD,
5.2 The accuracy of assessment pathophysiolog oxygen therapy
rubric y and nursing
identifying the results of
Test care in patients
the assessment in
Technique: with coronary
patients with coronary Mid-term heart disease
heart disease Test [PT+KM:(1+1)x(
5.3 The accuracy of 3x60”) ]
formulating nursing e-learning :
diagnoses in patients https://eldiru.unso
with coronary heart ed.ac.id/
disease
5.4 Accuracy in choosing
nursing outcomes in
patients with coronary
heart disease
5.5 Accuracy in choosing
nursing interventions in
 patients with coronary
heart disease
5.6 Accuracy in
demonstrating oxygen
therapy procedure

6 LLO -6 Able to analyze cases in 6.1 Accuracy of linking the Criteria : Case Based Heart failure T=8%
adult clients with heart failure causes, signs and Case Based Learning pathophysiology,
based on evidence-based symptoms in patients Learning [PB: 1x(2x50”)] management and
practice critically, logically and with heart failure rubric, Task-6 : treatment of heart failure
systematically [(C4, A3)] 6.2 Accuracy of identifying practicum Reading based on EBP
assessment results in assessment literature,
rubric reviewing cases
patients with heart failure
Non-test and making
6.3 The accuracy of Technique: group reports
formulating nursing Discuss [PT+KM:(1+1)x(
diagnoses in patients Cases 2x60”) ]
with heart failure Create e-learning :
6.4 Appropriateness of Discussion https://eldiru.unso
selecting nursing Reports ed.ac.id/
outcomes in patients with Quiz
heart failure
6.5 The accuracy of selecting
nursing interventions in
patients with heart failure

7 LLO-7 Able to analyze cases in 7.1 Accuracy in linking Criteria : Practical Case Based Pathophysiology of T=7%
adult clients with hematological causes, signs and Peer [PS: 1x(170”)] Learning anemia, management and P= 1%
disorders: Anemia based on symptoms of anemia evaluation [PB: 1x(2x50”)] health care for anemia
evidence based practice [(C4, 7.2 Accuracy of identifying rubric, Task-7 : based on EBP, blood
A3)] assessment results in presentation, Reading transfusion
patients with anemia practicum literature,
assessment reviewing cases
7.3 The accuracy of
rubric and making
formulating nursing
 diagnoses in patients with Non-test individual
anemia Technique: reports
7.4 Appropriateness of Discuss [PT+KM:(1+1)x(
selecting nursing Cases 2x60”) ]
outcomes in patients with Create e-learning :
anemia Discussion https://eldiru.unso
Reports ed.ac.id/
7.5 The accuracy of selecting
Test
appropriate nursing Technique:
interventions in patients Practicum
with anemia Test
7.6 Accuracy in Quiz
demonstrating the
administration of
transfusion

Mid-Term Test 19%

8 LLO-7 Able to analyze cases in 8.1 Accuracy of linking Criteria : Practical Lecture Pathophysiology of DHF, T=5 %
adult clients with Dengue causes, signs and True False [PS: 1x(170”)] Discussion Management and Askep P= 1%
Hemorrhagic Fever based on symptoms in DHF Scoring [PB: 1x(2x50”)] of DHF based on EBP,
evidence based practice [(C4, 8.2 Accuracy of identifying Guidelines, Tugas-8 : Read trend issues in the care of
A3)] assessment results in practical the patients with DHF,
patients with DHF assessment pathophysiolog infusion: administration
rubric y and nursing of fluids
8.3 The accuracy of
Test care in patients
formulating nursing Technique: with DHF
diagnoses in patients Final-term [PT+KM:(1+1)x(
with DHF Test 2x60”) ]
8.4 Appropriateness of Practicum
selecting nursing Test e-learning :
outcomes in patients with https://eldiru.unso
DHF ed.ac.id/
8.5 Appropriateness of
selecting appropriate
 nursing interventions in
patients with DHF
8.6 Accuracy of
demonstrating Iv line
insertion
9,10, LLO-8 Able to analyze cases in 9.1 Accuracy in linking Criteria : Practical Lecture TB Pathophysiology, T=5%
11,1 adult clients with respiratory causes, signs and True False [PS: 5x(170”)] Discussion Management and Askeps P= 8%
2 disorders: Tuberculosis (TB) symptoms of TB Scoring [PB: 1x(2x50”)] for TB, based on EBP,
Covid 19, COPD, Chest Trauma 9.2 Accuracy of identifying Guidelines, Tugas-9 : Read trend issues in the care of
and Lung Cancer based on assessment results in practical the patients with TB,
evidence based practice [(C4, patients with TB assessment pathophysiolog
A3)] rubric y and nursing Nebulization, Suction,
9.3 The accuracy of
Test care in patients Chest Physiotherapy &
formulating nursing Technique: with TB Postural Drainage,
diagnoses in patients Final-term [PT+KM:(1+1)x( Tracheostomy care, WSD
with TB Test 2x60”) ] treatment
9.4 Appropriateness of Practicum
selecting nursing Test e-learning :
outcomes in patients with https://eldiru.unso
TB ed.ac.id/
9.5 Appropriateness of
selecting appropriate
nursing interventions in
patients with TB
9.6 Accuracy in
demonstrating nursing
interventions in
respiratory disorders:
Nebulization, Suction,
Chest Physiotherapy &
Postural Drainage,
Tracheostomy care,
WSD care

10.1 The precision of linking Criteria : Case Based Covid-19 T=7%

causes, signs and Learning Pathophysiology,
[PB: 1x(2x50”)] Management and Askep
 symptoms of the disease Case Based Task-10 : of Covid-19 based on
Covid-19 Learning Reading EBP, trend issues in
10.2 Accuracy of identifying rubric literature, treating patients with
assessment results in Non-test reviewing cases Covid-19
patients with Covid-19 Technique: and making
10.3 10.3 The accuracy of Discuss reports
Cases [PT+KM:(1+1)x(
formulating nursing
Create 2x60”) ]
diagnoses in patients with Discussion
Covid-19 Reports e-learning :
10.4 The accuracy of Quiz https://eldiru.unso
selecting nursing ed.ac.id/
outcomes in patients with
Covid-19
10.5 The accuracy of
selecting appropriate
nursing interventions in
patients with Covid-19
10.6 Ketepatan memilih
intervensi keperawatan
yang sesuai pada pasien
dengan Covid-19

11.1 The precision of linking Criteria: Lecture COPD Pathophysiology, T=5%

causes, signs and True false Dicussion Management and Askep
symptoms of COPD scoring [PB: 1x(2x50”)] of COPD based on EBP,
11.2 Accuracy of identifying guidelines Tugas-11 : trend issues in the care of
assessment results in Test Read the patients with COPD
patients with COPD technique: pathophysiolog
Final-term y and nursing
11.3 The accuracy of
test care in patients
formulating nursing with COPD
diagnoses in patients [PT+KM:(1+1)x(
with COPD 2x60”) ]
11.4 Appropriateness of e-learning :
selecting nursing https://eldiru.unso
outcomes in patients ed.ac.id/
with COPD
11.5 Appropriateness of
selecting appropriate
nursing interventions in
patients with COPD

12.1 The precision of linking Criteria: Lecture Pathophysiology of chest T=5%

causes, signs and True false Discussion trauma, Management and
symptoms of chest scoring [PB: 1x(2x50”)] Askeps for chest trauma
trauma guidelines Task-12: Read based on EBP, trend
12.2 Accuracy of identifying Test about issues in the care of
assessment results in technique: pathophysiolog patients with chest trauma
Final-term y and nursing
patients with chest
test care in patients
trauma with chest
12.3 The accuracy of trauma
formulating nursing [PT+KM:(1+1)x(
diagnoses in patients 2x60”) ]
with chest trauma
12.4 The accuracy of e-learning :
selecting nursing https://eldiru.unso
outcomes in patients ed.ac.id/
with chest trauma
12.5 The accuracy of
selecting appropriate
nursing interventions in
patients with chest
trauma
13 Sub-CPKM- Able to make 13.1 The accuracy of Criteria : Case Based Lung Cancer T=7%
ethical decisions according to identifying the legal Rubric Learning pathophysiology, legal
the given case ethical aspects of the assessment [PB: 1x(2x50”)] ethics
case report Task-13 :
13.2 The accuracy in Non-test Create an
providing rationalization Technique: ethical essay
on selected legal ethical Create an individually
aspects essay [PT+KM:(1+1)x(
13.3 The accuracy in individually 2x60”) ]
providing solutions e-learning :
related to legal ethical https://eldiru.unso
cases ed.ac.id/

14 Sub-CPMK-9 Able to design 14.1 Accuracy in digging Criteria : Practical Project based Health education and T=18%
health education for clients with problems PjBL [PS: 1x(170”)] Learning promotion in patients with
cardiovascular, respiratory and 14.2 Accuracy of problem assessment Exploring [PB: 1x(2x50”)] cardiovascular,
haematological system disorders analysis rubric phenomena in Task-14 : respiratory and
and simulate responsibly and 14.3 The accuracy of Non-test society, discuss with the hematological disorders,
ethically [(C6, A3, P3)] designing a problem- Technique: related to supervisor the review of research results
Make a primary, findings of the
solving strategy
project secondary and phenomenon
14.4 Quality of health Health tertiary and design
education materials education prevention solutions,
14.5 The accuracy of media performance develop
that are used projects and
14.6 Accuracy of acting in create role play
roles designs
[PT+KM:(1+1)x(
2x60”) ]

e-learning :
https://eldiru.unso
ed.ac.id/

Final Exam 20 %
Monitoring and Evaluation of Learning Outcomes:
The monitoring and evaluation system in this course includes: a) attendance monitoring, b) activity monitoring in class, c) discussion monitoring e) process and
result evaluation
Table of Monitoring and Evaluation System for Medical Surgical Nursing Students I
No. Description Monitoring Percentage
1. Attendance Final Test
Student attendance
Prequisities>70 %
2 Case Based 1: trend 3%
Essay
issue--. Task
2. Case Based 2: 8%
Discussion
Discussion, report, quiz
Report
Quiz
3. Case Based 3 7%
Discussion
Discussion, report, quiz
Report
Quiz
4 Case Based 4 8%
Discussion
Discussion, report, quiz
Report
Quiz
5 Case based 5 6%
Essay Essay, Quiz
Case
5 PjBL 18 %
6 Mid-term Test Mid-term Test Score 19 %
7 Final Test Final Test Score 20 %
8 Practical Practical Test Score 11 %
Total 100%
 LEARNING SCHEDULE
A Class: Tuesday, 07.00-08.40 Jakarta Local Time
C Class: Thursady, 09.45-11.30 Jakarta Local Time
Week Material Lecturer

1 Leraning Contract Atyanti Isworo

Concept and perspective MSN

2 CBL 1: Trend Issue MSN in respiratory, Nuriya

cardiovascular and hematology sytsem

3 Nursing Care: Peripheral Artery Disease Atyanti Isworo

4 Nursing Care: Hypertension Annas Sumeru

5 Nursing Care: Coronary Heart Disease Annas Sumeru

6 CBL 2 Atyanti Isworo, Nuriya, Annas

Sumeru, Akhyarul Anam

7 CBL 3: Nursing Care: Anemia Nuriya

UTS

8 Nursing Care: DHF Nuriya

9 Nursing Care: Tuberkulosis Akhyarul Anam

10 CBL 4 Atyanti Isworo, Nuriya, Annas

Sumeru, Akhyarul Anam

11 Nursing Care: COPD Akhyarul Anam

12 Nursing Care; Chest Trauma Akhyarul Anam

13 CBL 5: Ethic Legal Atyanti Isworo

14 PjBL: Role Play: Health Education Atyanti Isworo

UAS
 PRACTICUM SCHEDULE
A Class: Tuesday, 13.00-15.40 Jakarta Local Time
C Class: Thursday, 14.50-17.45 Jakarta Local Time
Week Material Lecturer

1-2 Practicum contract Atyanti Isworo

3 WSD Care Agis Taufik

4 IV-line insertion procedure and blood transfusion Nuriya

5 Suctioning Akhyarul Anam

6 Oxygen therapy Arif Setyo Upoyo

7 Tracheostomy Care Yunita Sari

MID-TERM TEST

8 Chest Physiotherapy and postural drainage Annas Sumeru

9 Nebulization Atyanti Isworo

10 Exam All

11 Exam All

12 Exam All

13 Exam All

14 Exam All

FINAL-TERM TEST

STUDENT ACTIVITY SHEET

METHOD: Case Based Learning 1: Task Trend Issue
Activity Time: 2nd Week
Lesson Learning Outcomes: Able to identify trend issues in the scope of MSN in the
cardiovascular, respiratory and hematology systems
Subjects That Must Be Learned
1. Trend issues in MSN
2. Nursing development areas

Description
1. After finishing lectures in groups, students compose essays on trend issues in the scope of
MSN in the cardiovascular, respiratory and hematology systems.
2. Starting from explaining what are the trends and issues
3. Choose a system: cardiovascular, respiratory or hematology. Then describe what are the
trend issues in the selected system
 4. What are the benefits of the selected trend issue, especially for self-development as a nurse
or nursing development?

Format

Times new roman 12, margin top, bottom, left and right are 3 cm each, justify, spacing 1.15. 1000
words max. References using the Harvard State (University of Technology Syndey) format, Group
representatives upload the results of the reports that have been compiled in eldiru on D+7, collected
in pdf format (.pdf) with the following systematic:

Cover (write the title of the case, Unsoed logo, the name of the group member and ID, and major).
Example:

Essay……

Group 1
1. Park Yoo Gie ID I1B020001
2. Kim Ant Tiey ID I1B020005
3. …..dst
4.
Nursing Undergraduate Study Program, Faculty of Health Sciences

Jenderal Soedirman University

1. Definition of a trend issue

2. Trend issues in MSN on the system…..
3. Benefits of trend issues (it discusses the benefits of trend issues for self-development
and/or nursing) self-development can be written from the opinions of each member of the
group (opinions provide an explanation of aspects of rationalization, and how to make it
happen)
Reference
Contoh Bagian Isi:
1. Pengertian trend issue
Trend adalah…. (Laa, 2000)
Issue adalah…. (Ucok 2003; Lea, 2010)
Jadi trend issue adalah……..

2. Trend Issue pada Sistem Pernafasan: Video-Based Psychotherapy untuk Pasien Covid
19
Pandemi covid 19 memberikan dampak yang signifikan pada sistem pelayanan kesehatan.
Pasien covid 19 menjalani isolasi fisik selama perawatan. Isolasi dapat menyebabkan
distress psikologis, yang dapat menyebabkan dampak negative berupa depresi, cemas dan
perasaan sendiri (Att, 2020). Sehingga membutuhkan pendekatan kreatif untuk mengatasi
hal tersebut, apalagi pendekatan face-to-face tidak memungkinkan. Beberapa negara atau
rumah sakit melakukan psikoterapi dengan memanfaatkan video. Video berisi…… dsb….
(uraikan video ini), berserta kelemahannya

3. Manfaat Trend Issue Video Based Psychotherapy untuk Pasien Covid 19 untuk
pengembangan keperawatan/ pengembangan diri
 3.1. Pengembangan keperawatan
Dengan adanya video based psychotherapy maka aspek kemudahan dan peningkatan
jangkauan kepada pasien yang menjalani isolasi tidak hanya di rumah sakit tapi juga
isolasi mandiri. Namun kelemahan interaksi antara perawat dan pasien tidak terjalin
3.2. Pengembangan diri
Adanya trend issue tentang video based psychotherapy untuk pasien covid 19, sangat
memberikan peluang bagi kelompok sebagai calon perawatan untuk menerapkannya.
Sehingga mahasiswa keperawatan perlu dibekali kemampuan tentang……….. dan
dapat terus mengasah dengan mengikuti pelatihan/ seminar/ kursus tentang……. Ke
depan dapat dikembangkan yang memungkinkan interaksi dengan pasien melalui…..
Referensi
…….
……

Indicator, Criteria dan Evaluation

Peer Evaluation (25%)
Evaluation essay report

Peer evaluation form and Essay Form (attached)

METHOD : Case Based Learning 2

Activity Time: 6th Week

Lesson Learning Outcomes: Able to analyze cases in adult clients with heart failure based on
evidence-based practice critically, logically and systematically
Subjects That Must Be Learned
1. The basic concept of heart failure
2. Pathophysiology of heart failure
3. Management of patients with heart failure
4. Assessment of heart failure (history, physical examination and investigations)
5. Nursing diagnoses that may appear in patients with heart failure
6. Nursing interventions in patients with heart failure
7. Recent research related to nursing care in patients with heart failure
Case:
Patient Profile: J.E., a 70- year old Hispanic woman, was admitted to the intermediate care unit with
complaints of increasing shortness of breath, fatique, and weight gain. She has history of
hypertension for 20 years and MI (myocardial infarction) at 58 years of age. Has experienced
increasing shortness of breath, fatique and an unexplained 5 kg weight gain during the last 2 weeks.
She also had a respiratory tract infection 2 weeks ago; has persistent cough and edema in legs. She
explained cannot climb a flight of stairs without getting short of breath, sleeps with head elevated on
three pillows. She lives alone, does not always remember to take medicine. Based on the physical
examination she got in respiratory distress, use of accsesory muscles, respiratory rate 36 breaths/min,
systolic heart murmur, bilateral crackles in all fields, cyanotic lips and extrimities, skin cool and
diaphoretic. According diagnostic studies: Chest x ray results: cardiomegaly with right and left
ventricular hypertrophy; fluid in lower lung fileds. Echocardiogram results: EF 20%. Collaborative
care: Furosemide (lasix) 40 mg IV bid, pottasium 40 mEq PO bid, Enalapril (vasotec) 5 mg PO daily,
nesiritide (natrecor0 2 mcg/kg/IV bolus followed by a continuous infusion of 0.01 mcg/kg/min,
continuous ECG monitoring, 2 g sodium diet, titrate oxygen to keep oxygen saturation greater tahn
93%, monitor intake and output and daily weights, daily 12 lead, serum electrolytes, cardiac enzyme
Description
Discuss the case in group:
 1. Groups can start a discussion on the identification of terms that are not well understood (eg,
ejection fraction, other members can explain (briefly, the goal here is only a clarification of
the term, in order to avoid differences in the perception of the term)
2. Then the group can proceed to trigger questions, for example: why does the patient
experience shortness of breath, is there a relationship between age, gender and race with the
complaints experienced, how is it managed, what needs to be studied, possible diagnoses,
what nursing interventions? not limited to this case, can be developed by the group.
3. Discuss the questions that arise, answer them based on trusted sources and related research
journals
4. Draw conclusions from what has been discussed
5. Arrange the report in groups
Steps
1. The group has been divided by the coordinator and each group will be accompanied by a
facilitator during the discussion
2. Before carrying out the discussion, students study, select and review references related to
the topic of discussion, which can come from articles and reference books
3. During the discussion
a. Group Introduction (10 minutes)
The facilitator delivers an introduction, introduces himself to the students
The facilitator leads the introductions between group members when group
discussions are being held for the first time and between lecturers and students or
between students in groups who do not know each other.
b. Moderator election and secretaries and general explanation (5 minutes)
The facilitator leads the selection of the moderator and secretary of the discussion.
Explain the role of moderator and secretary of discussion
Explain the mechanism in discussion
c. The facilitator explains what the group should do (5 minutes) The facilitator explains
what the discussion group should do in discussing each case, namely with problem-
solving steps that are relevant to the problem being discussed
d. Observe the discussion (70 minutes)
During the students' discussion, the facilitator observes the discussion and gives
directions if there are problems.
Students identify problems in the case
Students design problem solving in the case
e. Facilitator ends the discussion (5-10 minutes)
Five minutes before the discussion ends, the facilitator reminds the moderator that
the discussion must be completed immediately.
At the end of the discussion, the facilitator provides input about the discussion that
has just taken place, such as the systematics of the discussion, the participation of
group members, a summary of the results of the discussion, and so on.
4. After discussion, student answer the quiz on eldiru (Quiz will be opened at 11.30-19.00
Jakarta Local Time)
5. The group prepared a report on the results of case discussions
6. Group representatives upload the results of the reports that have been compiled in eldiru on
D+4 after the discussion

Format

The report on the results of the case discussion (group) is typed, times new roman 12, margin top,
bottom, left and right are 3 cm each, justify, spacing 1.15. Reference using the Harvard State
(University of Technology Syndey) format, collected in pdf format (.pdf) with the following
systematic:
 Cover (write the title of the case, Unsoed logo, the name of the group member and ID, and major)
Example

Discussion Report

Nursing Care In Patients With Hypertension

Group 1
1. Park Yoo Gie ID I1B020001
2. Kim Ant Tiey ID I1B020005
3. …..etc
Nursing Undergraduate Study Program, Faculty of Health Sciences

Jenderal Soedirman University

Chapter 1. Introduction
A. Background
B. Purpose
Chapter 2. Literature Review
A. Case Overview
B. Discussion (Integration of relevant theory and research to solve cases), including nursing
care
Chapter 3. Closing
Conclusion
Reference
Indicator, Criteria dan Evaluation
1. Discussion Performance (55%)
2. Discussion Report (30%)
3. Quiz (15%)

The discussion performance form uses the Case Based Learning form, and the report assessment
form (attached)

METHOD: Case Based Learning 3

Activity Time: 7th week

Lesson Learning Outcomes: Able to analyze cases in adult clients with anemia based on evidence-
based practice critically, logically and systematically
Pokok Bahasan Yang Harus Dipelajari
1. The basic concept of anemia
2. Pathophysiology of Anemia
3. Management of patients with anemia
4. Assessment of anemia (anamnesis, physical examination and investigations)
5. Nursing diagnoses that may appear in patients with anemia
6. Nursing interventions in anemia patients
7. Recent research related to nursing care in patients with anemia
Case
 Client Profile: Mrs. Andersson was diagnosed with pernicious anemia at the age of 70. She has
monthly appointments with her primary health care provider for treatment with vitamin B12
injections.

Case Study: At the age of 70, Mrs. Andersson was exhibiting weakness, fatigue, and an
unexplained weight loss. A complete blood count (CBC) was done as part of her diagnostic
workup. The CBC revealed red blood cell count (RBC) 3.20 million/mm3, mean corpuscular
volume (MCV) 130 μL, reticulocytes 0.4%, hematocrit (Hct) 25%, and hemoglobin (Hgb) 7.9 g/dL.
Suspecting pernicious anemia, the health care provider prescribed a Shilling test. Mrs. Andersson
was diagnosed with pernicious anemia and started on vitamin B12 injections. The nurse administers
Mrs. Andersson’s vitamin B12 injections using the z-track injection method. During a routine visit,
Mrs. Andersson tells the nurse that she has noticed a decreased sensation in her fingers. “I can pick
up a cup, but I can’t really feel the cup in my hand. It is a tingling sensation of sorts.” What
teaching should the nurse initiate to promote Mrs. Andersson’s safety at home.
Steps:
1. After carefully reading the scenario above, each student independently reads the references
related to the case to be solved.
2. Students discuss independently in groups to discuss the case, it can be started by asking
questions, why get Vitamin B12, how does the patient's complaint occur?, why the
injection uses the z-track method, why does the patient experience decreased sensation, etc.
3. Discuss the questions that arise, answer them based on trusted sources and related research
journals
4. Draw conclusions from what has been discussed
5. Arrange the report in group in PPT version
6. On the day of the schedule, presented the result of discussion
7. After the time of study, student answer the quiz on eldiru (quiz will be opened at 11.30-
19.00 Jakarta Local Time)
8. Group representatives upload the results of the reports (PPT) that have been compiled in
eldiru on D+4 after the discussion
Format

The report on the results of the case (group) discussion is made in power point, the first page of the
power point is the title of the case, the name of the group members, the second page: contents, etc.,
also provide references in the PPT
Indicator, Criteria dan Evaluation
1. Presentation (60%)
2. Peer Assessment (25%)
3. Quiz (15%)

Presentation form, the peer assessment form (attached)

METHOD : Case Based Learning 4

Activity Time: 10th Week

Lesson Learning Outcomes: Able to analyze cases in adult clients with Covid 19 based on EBP
logically, critically and systematically
Subjects That Must Be Learned
1. The basic concept of Covid 19
2. Pathophysiology of Covid 19
3. Management of Covid 19 patients
4. Assessment of heart failure (history, physical examination and investigations)
5. Nursing diagnoses that may appear in Covid 19 patients
6. Nursing interventions for Covid 19 patients
 7. Recent research related to nursing care in patients with Covid 19
Case:
Mrs. S is 28 years old. Complains of shortness of breath and difficulty breathing. About 2 weeks ago,
she attended the funeral of someone who was diagnosed with Covid-19. 5 days later she complained
of a dry cough and was checked with a rapid test on March 29, 2020, the results were negative so
Mrs. S went home to her parents. After 5 days at her parents' house the patient complained a dry
cough, fever of 39℃. The body felt weak, muscle aches, experienced shortness of breath and had
difficulty breathing. The client was brought to the hospital on April 5, 2020 and experienced
increased shortness of breath, felt like fluid was filling his lungs, and the patient lost his appetite. The
results of the thorax examination: bronchovascular pattern crowded with interstitial spots and ground
glass basal of both lungs, normal cord and aorta, normal sinuses and diaphragm, normal bones.
Conclusion: Suggestion of bilateral viral pneumonia. The results of CRP were positive, and the
results of the ER examination were as follows: pH 7.1; HCO3 27 mEq/L; PaO2 75 mmHg, PaCO2
46 mmHg, SaO2 92%.
Description
Discuss the case in group:
1. Groups can start a discussion on the identification of terms that are not well understood
(eg CRP, other members can explain (briefly, here the aim is only clarification of the
term)
2. Then the group can move on to triggering questions, for example: why does the patient
experience shortness of breath, is there a connection between attending a wedding and
the complaint, how is it managed, what needs to be studied, possible diagnoses, what
nursing interventions? not limited to this case, can be developed by the group.
3. Discuss the questions that arise, answer them based on trusted sources and related
research journals
4. Draw conclusions from what has been discussed
5. Arrange reports in groups
Steps
1. The group has been divided by the coordinator and each group will be accompanied by a
facilitator during the discussion
2. Before carrying out the discussion, students study, select and review references related to
the topic of discussion, which can come from articles and reference books
3. During the discussion
a. Group Introduction (10 minutes)
The facilitator delivers an introduction, introduces himself to the students
The facilitator leads the introductions between group members when group
discussions are being held for the first time and between lecturers and
students or between students in groups who do not know each other.
b. Moderator election and secretaries and general explanation (5 minutes)
The facilitator leads the selection of the moderator and secretary of the
discussion.
Explain the role of moderator and secretary of discussion
Explain the mechanism in discussion
c. The facilitator explains what the group should do (5 minutes) The facilitator
explains what the discussion group should do in discussing each case, namely with
problem-solving steps that are relevant to the problem being discussed
d. Observe the discussion (70 minutes)
During the students' discussion, the facilitator observes the discussion and gives
directions if there are problems.
Students identify problems in the case
Students design problem solving in the case
e. Facilitator ends the discussion (5-10 minutes)
Five minutes before the discussion ends, the facilitator reminds the
moderator that the discussion must be completed immediately.
 At the end of the discussion, the facilitator provides input about the
discussion that has just taken place, such as the systematics of the
discussion, the participation of group members, a summary of the results
of the discussion, and so on.
4. After discussion, student answer the quiz on eldiru (Quiz will be opened at 11.30-19.00
Jakarta Local Time)
5. The group prepared a report on the results of case discussions
6. Group representatives upload the results of the reports that have been compiled in eldiru on
D+4 after the discussion
Format

The report of the discussion result (group) is typed, times new roman 12, margin top, bottom, left
and right are 3 cm each, justify, spacing 1.15. Reference using the Harvard State (University of
Technology Syndey) format, collected in pdf format (.pdf) with the following systematic:

Cover (write the title of the case, Unsoed logo, the name of the group member and ID, and major)
Example

Discussion Report

Nursing Care In Patients With Hypertension

Group 1
4. Park Yoo Gie ID I1B020001
5. Kim Ant Tiey ID I1B020005
6. …..dst
Nursing Undergraduate Study Program, Faculty of Health Sciences

Jenderal Soedirman University

Chapter 1. Introduction
A. Background
B. Purpose
Chapter 2. Literature Review
A. Case Overview
B. Discussion (Integration of relevant theory and research to solve cases), including nursing
care
Chapter 3. Closing
Conclusion
Reference
Indicator, Criteria dan Evaluation
1. Discussion Performance (55%)
2. Discussion Report (30%)
3. Quiz (15%)
 The discussion performance form uses the Case Based Learning form, and the report assessment
form (attached)

METHOD : Case Based Learning 5

Activity Time: 13th Week

Lesson Learning Outcomes: Able to make decisions
Subjects That Must Be Learned
1. Pathophysiology of Covid 19
2. Legal ethics

Case:
A 56-year old male lawyer and current cigarette smoker with a pack-a-day habit for more than 30
years, is found to have a solitary right upper lobe pulmonary mass 5 cm in size on a chest
radiograph done as part of an insurance application. The mass has no calcification, and there are no
other pulmonary abnormalities. He has no symptoms, and his examination is normal. Tuberculosis
skin test is negative, and he has no history of travel to an endemic area of fungal infection. As lung
cancer is the most probable and significant diagnosis to consider, and early surgical resection
provides the best prospects for cure, the physician, in consultation with the thoracic surgeon,
recommends bronchoscopic biopsy and subsequent resection. The patient understands the treatment
plan, and the significance of not delaying the treatment. However, he refuses, and states that he
does not think he has cancer; and is fearful that the surgery would kill him. Even after further
explanations on the low mortality of surgery and the importance of removing the mass before it
spreads, he continues to refuse treatment.

Description
Discuss the case in groups:
1. Students read the case, then look for relevant references
2. Then the students make an essay about the pathophysiology of Lung Cancer by linking the
patient's history and why this history can be a risk factor for Lung Cancer
3. Identify ethical cases in the case
4. Explain the legal ethical aspects that have been selected
5. Provide solutions in providing nursing care in the case

Format

Essay is typed, times new roman 12, margin top, bottom, left and right are 3 cm each, justify,
spacing 1.15. Reference using the Harvard State (University of Technology Syndey) format,
collected in pdf format (.pdf) with the following systematic:

Cover (write the title of the case, Unsoed logo, the name of the group member and ID, and major)
Example

Discussion Report

Ethical Case Analysis of……

 Arranged By

Park Yoo Gie ID I1B020001

Nursing Undergraduate Study Program, Faculty of Health Sciences

Jenderal Soedirman University

Case Overview:
…………

1. Pathophysiology (explain in your own language and reliable references)

2. The legal and ethical aspects that emerged in the case, accompanied by explanations and
rationalizations reasons why you choose it
3. The solution to solving the ethical case in the provision of nursing care

Indicator, Criteria dan Evaluation

Essay assessment

Essay assessment form (Attached)

METHOD: Project Based Learning (PjBL)

Activity Time: 14th Week (although the implementation schedule is in 14th week, groups can start
the project in week 7, it is highly recommended to start early)
Lesson Learning Outcomes: Able to design health education for clients with cardiovascular,
respiratory and hematological system disorders and simulate with full responsibility and ethics
Topics to be Learned: Basic concepts and aspects of cardiovascular, respiratory and hematology
disorders, principles of health promotion
Description and Steps:
1. Explore the phenomena around you about things that need to be improved on clients with
cardiovascular, respiratory and hematological disorders (individual clients or community
groups)
2. Discuss in groups the results of the phenomena that have been identified and the solutions
offered
3. The group discusses the results of the agreement on the solutions offered to the facilitator
4. The facilitator provides feedback and directions in making solutions
5. From the results of discussions with the facilitator, prepare a project design (starting from
the role-play design, media, health education methods and relevant materials related to the
problems found)
6. Draft-free role-play, the role of each student maisng determined by the group itself. For
example, there are those who act as patients, families or groups of patients.
7. On the day of the role-play, the groups practice the role-play design, along with the media
used for education.
Format
The results of the study of the phenomenon, the solutions offered and the draft of the role-play
script were made in Microsoft Word.
The form of educational media is adjusted to the design of the solutions offered

Assignments are collected on the D-1 day before the role-play

Indicator, Criteria dan Evaluation
1. Peer Assessment (25%)
2. Roleplay Assessment (includes media/project result) (75%)

Peer assessment and role-play assessment (attached)

 GROUP DISCUSSION EVALUATION FORMAT (CASE BASED LEARNING)
1. Description of evaluation criteria
No Aspect Evaluation Criteria Skor
1 2 3 4
1 Cognitive Finding Information Not looking for any information Looking for very little information Looking for some basic information Looking for quite a lot of information
on the topic of discussion on the topic of discussion about the topic of discussion on the topic of discussion
2 Mastery of knowledge and Not at all mastered and unable A little mastery and a little able to Demonstrate mastery and be able to Highly proficient and demonstrate
critical thinking skills to think critically about the think critically about the topic of think critically about discussion excellent critical thinking skills on the
topic of discussion discussion topics topic of discussion
3 Psychomotor Discussion Participation Not taking part in the discussion Occasionally participates in Demonstrate a willingness to Show enthusiasm in discussions
(Responsibility) discussions participate in discussions
4 Team work (Responsibility) Always against team members Accept assignments given when Willing to accept the assigned task Accept every assignment given
and refuses to do tasks pressed enthusiastically
5 Affective Consideration Always against team members Sometimes need to be reminded Demonstrate sensitivity and Very willing to listen and sensitive to
and refuses to do tasks to be sensitive to other people willingness to listen to the opinions the feelings of others
of others
2. Evaluation Form
Aspec Criteria Name/ID
t 1. 2. 3. 4. 5. 6. 7.

K Finding Information
Mastery of knowledge and
critical thinking skills
P Discussion Participation
Team work
A Consideration

Aspec Criteria Name/ID

t 8. 9. 10. 11. 12. 13. 14.

K Finding Information
Mastery of knowledge and
critical thinking skills
P Discussion Participation
Team work
A Consideration
 DISCUSSION REPORT ASSESSMENT FORMAT

No Aspect Name
1 2 3 4 5 6

1 Contents (35%) (clear, valid, accurate)

- Integration of cases with theory
- Integration of relevant research
results
2 Structure (30%)
- Clear introduction

- Systemic idea

- Conclusion

3 Writing (20%)
- Grammar

- Spelling

- Word count

- Reference (up-to-date, journal)

4 On time collect (5%)

5 Conclusion (10%): Clear and systematic
 ROLE PLAY ASSESSMENT FORMAT: HEALTH PROMOTION

No Activity Score
1 2 3 4 5 6 7
1 Content (30%): clear, valid, adequate dan
useful
2 Media: clear, interesting, creative (30%)
3 Performance (30%)
- Ability to speak clearly

- Confidence

- Play a role under the scenarios

4 Conclusion (10%)
- Clear

- Systematic
 PEER ASSESSMENT FORMAT

NAME ID Scoe (1-4)

Commitment and Participation in group Respect for others Giving ideas during group
responsibility work work

Indicator:
1: doesn't show the criteria at all
2: sometimes show the criteria
3: often show the criteria
4: always show the criteria

ESSAY ASSESSMENT FORMAT

No Aspect Name
1 2 3 4 5 6

1 Content (65%): (clear, valid, accurate)

2 Writing(20%)
 - Grammar

- Spelling

- Word count

- Reference (up-to-date, journal)

4 On time collect (5%)

5 Conclusion (10%): clear and systematic

FORMAT PENILAIAN PRESENTASI

Judul Materi Penyajian : ___________________________________________________________Hari/Tanggal : _______________
A. Penyajian Makalah Kelompok:
KELOMPOK
No Aspek Penilaian (Skala 1-4)
1 2 3 4 5 6 7 8
1 Ruang lingkup materi sesuai dengan penugasan Tidak Sesuai (1), Kurang Sesuai (2), o o o o o o o o
Sesuai (3), Sangat Sesuai (4)
2 Penyajian materi lugas dan mudah dipahami Tidak Dipahami (1), Kurang Dipahami o o o o o o o o
(2), Dipahami (3), Sangat Dipahami (4)
3 Penggunaan alat bantu mendukung kualitas materi Tidak Dipahami (1), Kurang Dipahami o o o o o o o o
yang disampaikan (2), Dipahami (3), Sangat Dipahami (4)

4 Kualitas pembuatan media yang digunakan untuk Tidak Baik (1), Kurang Baik (2), o o o o o o o o
presentasi Baik (3), Sangat Baik (4)
5 Pemberian contoh-contoh untuk mempermudah Tidak Dipahami (1), Kurang Dipahami o o o o o o o o
pemahaman materi (2), Dipahami (3), Sangat Dipahami (4)

6 Kemampuan menarik perhatian, memotivasi, Tidak Baik (1), Kurang Baik (2), o o o o o o o o
artikulasi, gesture Baik (3), Sangat Baik (4)
7 Penampilan pada saat menyampaikan materi Tidak Baik (1), Kurang Baik (2), o o o o o o o o
Baik (3), Sangat Baik (4)
8 Sikap terhadap pertanyaan yang diajukan Tidak Baik (1), Kurang Baik (2), o o o o o o o o
 Baik (3), Sangat Baik (4)
9 Kemampuan menjawab pertanyaan/ memecahkan Tidak Sesuai (1), Kurang Sesuai (2), o o o o o o o o
masalah yang muncul Sesuai (3), Sangat Sesuai (4)

10 Kemampuan menyimpulkan keseluruhan hasil Tidak Dipahami (1), Kurang Dipahami o o o o o o o o

diskusi (2), Dipahami (3), Sangat Dipahami (4)

Jumlah (Max. 40)

B. Catatan partisipasi peserta (notulen pertanyaan peserta): Penilai,

Nama _____________ Pertanyaan ___________________________________________________________
Nama _____________ Pertanyaan ___________________________________________________________
Moderator______________________________________________________________________________
Keterangan :
1. Learning Outcomes of Graduates of Study Programs (CPL-PRODI) are abilities possessed by each graduate of
PRODI which are the internalization of attitudes, mastery of knowledge and skills in accordance with the level
of study programs obtained through the learning process.
2. The CPL that is charged to the course is a number of learning outcomes for graduates of the study program
(CPL-PRODI) which are used for the formation/development of a course consisting of aspects of attitude,
general skills, special skills and knowledge.
3. Course CP (CPMK) is the ability that is specifically described from the CPL that is charged to the course, and is
specific to the study material or learning material of the course.
4. Subject Sub-CP (Sub-CPMK) is the ability that is specifically described from the CPMK that can be measured or
observed and is the final ability that is planned at each learning stage, and is specific to the learning material of
the course.
5. Indicators for assessing the ability in the process and student learning outcomes are specific and measurable
statements that identify the ability or performance of student learning outcomes accompanied by evidence.
6. Assessment Criteria are benchmarks used as measures or benchmarks for learning achievement in
assessment based on predetermined indicators. The assessment criteria are guidelines for assessors so that
the assessment is consistent and unbiased. Criteria can be either quantitative or qualitative.
7. Assessment Techniques: test and non-test
8. Forms of learning: Lectures, Responses, Tutorials, Seminars or equivalent, Practicum, Studio Practices,
Workshop Practices, Field Practices, Research, Community Service, and/other equivalent forms of learning.
9. Learning methods: Small Group Discussion, Role-play & Simulation, Discovery Learning, Self-Directed
Learning, Cooperative Learning, Collaborative Learning. Contextual Learning, Project Based Learning and
other equivalent methods.
10. Learning Materials are details or descriptions of study materials that can be presented in the form of several
subjects and sub-topics.
 11. 11. The weight of the assessment is the percentage of assessment of each achievement of the sub-CPMK
which is proportional to the level of difficulty of achieving the sub-CPMK and the total is 100%
12. PB= Proses Belajar, PT=Penugasan Terstruktur, KM=Kegiatan Mandiri, PS=Praktikum Simulasi

CBL, PjBL GROUP DISTRIBUTION LIST and FACILITATOR

A Class

Group 1, Facilitator: Annas Sumeru Group 2, Facilitator: Akhyarul Group 3, Facilitator: Atyanti Isworo Group 4, Facilitator: Nuriya
Anam
1. Siska Apriani 1. Erika Amelia 1. Novitri 1. Ratih Antikasari
2. Nurul Arsita 2. Silfi Emilia 2. Aziza Rahma Dwianti 2. Kinanthy Handayani
3. Maya Syarivatul Azizah 3. Anis Pritha Arni Indayani 3. Inez Sandya Estisani 3. Titi Sayekti Handayani
4. Magista Ade Damayanti 4. Faridhatul Izza 4. Naila Karima 4. Astrid Ayu Hartanti
5. Fatma Fathunni’mah 5. Ziella Ruth Kristantia 5. Ignata Maria Putri Karuniangrum 5. Oti Nurul Hotimah
6. Putri Handoyo 6. Lu’lu Nurhaliza 6. Titin Murniati 6. Hasna Deva Day Milki
7. Hervinda Yasfa Imaniar 7. Fashihah Salsabilla 7. Ardini Putri Purwitasari 7. Anna Muliyani
8. Miftahul Jannah 8. Refinda Dian Saputri 8. Jihan Farah Ramdhani 8. Fadillah Puspa Nadinnisa
9. Riska Nurhidayani 9. Lusi Setiawati 9. Teguh Triana 9. Endah Puspita
10. Dian Ayu Palupi 10. Farah Triandari 10. Nur Zaefudin 10. Iis Indiana Sari
11. Khoirunnisa Zinifara 11. Qonata Putri Wulandari 11. Happy Anggeraeni Zuhri 11. Ludiyanti Teguh

C Class

Group 1, Facilitator: Annas Sumeru Group 2, Facilitator: Akhyarul Group 3, Facilitator: Atyanti Isworo Group 4, Facilitator: Nuriya
Anam
1. Regita Nurliantika Arifin 1. Rahma Ayulia Harjanti 1. Prestistya Crystal Dewinta 1. Livia Putri Adisti
2. Naila Rukhil Azizah 2. Nurul Izzah Islamy 2. Resty Desyani Fitri 2. Nur Aljananti
3. Fatimah Chakim 3. Mutiara Romadhon 3. Harsanti Ratna Hanifah 3. Faratina Onisoa Anthony
4. Nurmaya Fauztina Fauzani 4. Dian Novita Sari 4. Millati Hanifah 4. Jonathan Puji Hadisasono
5. Yusmita Puji Lestari 5. Deffy Anjani Tindi 5. Ziam Atika Laudri 5. Alif Sachrul Minsaid
6. Fuzna Dahlia Mudzakiroh 6. Fina Chalimatus Sa’adah
6. Mohamad Sofi Fadilah Nur