ISRUNCH
B. Recommendations 1. Theoretical
7. Leadership
Based on the results of research on soft leadership skills in the community midwifery care courses shown in table 4.2 before treatment in both groups there were significant differences (p <0.006). At the time before treatment the leadership ability in the conventional group was higher than the jigsaw group, but after being given treatment table 4.3 the leadership ability in the jigsaw group was higher than the conventional group. There were significant differences in the two groups (p <0.003). The results described in table 4.4 regarding the comparison before and after leadership attributes in the jigsaw group experienced a very significant increase (p <0.001), while in the
112 conventional group the comparison before and after did not experience a significant increase (p = 0.500). Thus it can be concluded that the jigsaw type cooperative learning method can improve midwifery student leadership compared to conventional methods in community midwifery care courses. This is reinforced by the results shown in table 4.5 regarding the percentage of increased leadership in the jigsaw group whose increase was higher than the conventional group in community midwifery care courses.
According to Asmara, said that leadership is an activity or action in influencing and moving someone to achieve goals. While shares Goal, Hemhiel & Coons, argues that leadership is a personal attitude that leads the implementation of activities to achieve the desired goals. Furthermore Rauch & Behlin, said leadership is a process that influences the activities of groups that are regulated to achieve a common goal.55 This is in line with cooperative jigsaw learning which is a cooperative learning consisting of several members in a group who are responsible and able to teach material to other members of the group in order to achieve the common goal.28
In the jigsaw method students will work in groups with other friends, an expert team and an original team will be formed. Students in the expert team are responsible for delivering the results of the discussion to students in the original team, they are responsible for leading the course of the discussion. Through the jigsaw method students learn to shape leadership attitudes. The other relevant research results are the results of Kunthi Karmiyani's research, based on the results of Kunthi's research concluded that cooperative learning methods can improve student leadership.56 Other studies conducted by Mariana, the results show an increase in student learning outcomes and leadership through the jigsaw method.55
A midwife is a woman who has a profession and was born to be trusted to accompany or help a mother to give birth to her baby until she can take good care of her baby, so for that a midwife is required to have a leadership attitude. With this leadership attitude a midwife can manage herself, the group, the environment and the people she will help.
Midwives are a profession that has competence, and has a large influence in the health sector. While leadership is a way for someone to influence other people so that people can do something they want to achieve an expected goal. Therefore a midwife must have the character / character of a leader to facilitate her work in coordinating all the tasks she manages.
The percentage increase in soft skills in community midwifery care courses, between the two groups had a very significant difference in table 4.5 (p <0.001). All soft skill attributes in the jigsaw group experienced a higher average increase compared to the conventional group in community midwifery care courses. The success factor of improving soft skills in this study is inseparable from the role of the facilitator or lecturer who facilitates learning. In this study the lecturers who were involved as facilitators of community midwifery care courses had participated in the learning model training, so that their ability as facilitators could support the success of students' soft skills improvement.
The teaching paradigm shift from teacher centered to student centered resulted in changes in the teaching role. Changes in the teacher's role in learning according to
113 Weimer, the role of the teacher is to provide guidance, facilitate learning and put oneself in line with the learner to maintain attention, focus on the important things that are directed in the learning process. 26
Soft skill attributes that have the highest average value among other soft skill attributes are thinking / reasoning, information management and communication skills.
Discussion activities in the original group and expert groups in the jigsaw method require students to develop students' thinking / reasoning skills. With the division of tasks in each group of experts causes students to think about completing the material they get and then managing the message to be conveyed to friends in the expert group and the original group. This routine activity causes students to interact and communicate more frequently with other students so that the ability to think / reason, information management skills and communication skills have the highest average value among other soft skill attributes.
Based on table 4.6 shows the results of the difference in the increase in meaningful soft skills of students in the jigsaw group and the conventional group in community midwifery care courses (p <0.05). From the table it can be seen that the increase in soft skills in the jigsaw group was 56%, in the conventional group soft skills only increased by 21%. This means that the jigsaw cooperative method 2.7 times improves soft skills compared to the conventional group in community midwifery care courses. Thus it can be concluded that the jigsaw cooperative learning method has a positive effect on improving the soft skills of midwifery students in community midwifery care courses.
The results of this study reinforce the theory and results of previous studies, that the jigsaw cooperative learning method can improve social skills. The findings of research conducted by many researchers, including David Johnson, Roger Johnson and Robert Slavin, show that the jigsaw learning method improves student learning achievement at all levels of the class, on all subjects and on all types of students. Many results have been documented, including increased self-esteem, group relations, communication, interpersonal relationships, attitudes toward school and acceptance and ability to cooperate with others. The positive results include learning on biology, chemistry, geology, statistics, sociology and psychology. 33,57,58
The jigsaw cooperative learning method is able to involve the participation of students as a whole so that the strength of teaching and learning is not only dominated by certain students. In jigsaw cooperative learning there is an interaction relationship between students that can enhance the participation and activeness of students in learning and studying science. The application of the jigsaw type cooperative method that emphasizes presentation tasks and group discussion will shape communication skills, logical thinking and fighting ability to be the best. This is because there is a spirit of competition in it. So that certain attributes of soft skill attributes will develop
The results of this study are in accordance with the results of a study conducted by Hadi Rismanto who compared the application of conventional methods and cooperative methods of jigsaw type in improving soft skills, the results showed that the application of jigsaw cooperative learning methods proved able to affect ± 10% increase in each cycle.
Soft skill attributes that have increased, namely the ability to be responsible for themselves and groups, improve student discipline, initiate students to be more creative,
114 and sharpen, and improve students' communication skills both with group friends and with teachers.5
In this study the jigsaw cooperative learning model was able to improve the soft skills of students compared to conventional learning models, but not all members of the jigsaw cooperative group experienced increased soft skills, only 14 students categorized as having soft skills were high, while 11 other students were categorized as having low soft skills. The difference in increase in students can be caused by other factors. When associated with the effect of GPA, from the results of the analysis carried out the results there is no significant relationship between student soft skills and the size of the GPA (p
= 0.134). This means that a person's soft skills are not influenced by the size of the GPA.
The difference in the increase in student soft skills in community midwifery care courses according to the results of observations occurs because one of the soft skills is dominated and influenced by individual personality components. There are five personality factors which are descriptions of the characteristics of individuals that are relatively unique and relatively stable, these five factors include (1) conscientiousness, indicated by persistent, systematic, unyielding, high motivation and resistance to workload, (2) extraversion, characterized by the skills of building relationships and communication that are effective, good at getting along, working together, active, prioritizing cooperation, attractive and assertive (open), (3) agreeableness, characterized by friendly, low attitude hearted, sympathetic, warm, trustworthy and polite, (4) stable emotions (emotion stability), characterized by a calm attitude, not easily anxious and depressed, easy to accept, not easily angry and confident, (5) openness to experience (openess), has an imaginative, creative, critical, and great curiosity of mind. 58,58 To be able to find out the personality factors but it requires soft skill measurements of characteristics that are internal in nature.
Soft skills assessment in this study was conducted by observing using the observation sheet when learning took place. This allows the research subjects to realize that they are being studied, so that there is a possibility that the research respondents display different behaviors than usual.
The evaluation of the effectiveness of the jigsaw type cooperative learning method on improving students' soft skills through observation can be continued with the assessment of perceptions of students. Perception assessment is done because perception is the final process of observation. The formation of perceptions begins with the sensing process, which is the process of receiving a stimulus by the senses, then the individual has attention and is forwarded to the brain, then the individual realizes about something. Through the assessment of perceptions, students can realize and be able to understand the circumstances of the environment around them and about the things that exist in the individual concerned. A person's perception that has been formed from the beginning will determine his behavior later.60
CONCLUSION a. General conclusions
1. The soft skill ability of students who use the jigsaw cooperative learning method is better than the conventional method in community midwifery care courses.
115 2. There is a positive effect of the jigsaw type cooperative learning method on
improving student soft skills.
b. Special Conclusions
1. Students' soft skill attributes whose improvement is better in jigsaw type cooperative learning are thinking / reasoning ability, information management and communication skills.
2. Increasing soft skills in the jigsaw group was 2.7 times compared to the conventional group in community midwifery care courses.
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EFFECT OF MUSIC THERAPY ON PAIN SCALE AMONG WOMAN DURING THE FIRST STAGE OF LABOR AT CIAWIGEBANG PUBLIC HEALTH
CENTER KUNINGAN IN 2017
119 Rany Muliany Sudirman1, Riandini Haminullah2
Kuningan Health Science Institute [email protected]
ABSTRACT
Background: Childbirth is one of the most valuable moments experienced by every married woman. Every woman in labor is inseparable from a condition often called labor pain. Labor pain is an unpleasant condition due to uterine contractions and cervical opening during labor. One non-pharmacological intervention can be provided by audio distraction, namely music therapy. Music therapy in the labor process serves to overcome anxiety and reduce pain.
Objecive: This study aimed to determine the effect of music therapy on pain scale among women during the first stage of labor in Ciawigebang Community Health Center in 2017.
Methods: This was a Pre-experimental study using the One Group Pre-test Post-test design. The populations in this study were 30-40 women in labor with 15 respondents as the samples taken with accidental sampling technique. Data analysis used a discrimination test for two dependent means which were not normally distributed (Wilcoxon Signed Ranks Test). This study collected primary data using the instruments of observation sheet, mobile phones, headphones and stopwatch.
Results: The study found that most respondents experienced a decrease in the scale of pain after the provision of music therapy for 15 minutes. The result of the statistical test obtained a p value of 0.014 <α = 0.05.
Conclusion: there was an effect of music therapy on pain scale among women during the first stage of labor.
Recommendation: music therapy can be one of the alternative therapies for women in labor to help them in coping with pain during the first stage of labor.
Keywords : Music Therapy, Labor Pain, First Stage of Labor
Bibliography : 16 books (2007-2015), 10 journala (2013-2017), 5 essays (2012- 2015), 1 thesis (2016), 3 articles (2009-2013).