Implementation of Analytic Learning Through Mobile-Assisted Design for Nursing Students' Academic Performance

(1)

6 (1) (2023) 99-107

Journal of Curriculum Indonesia

http://hipkinjateng.org/jurnal/index.php/jci

The Implementation of Analytic Learning Through Mobile Assisted- Learning Design Toward Academic Performance of Nursing

Profession Students

Dwi Kustriyanti, Retno Apriliyanti, Julvainda Eka Putra Utama

University of Karya Husada Semarang, Indonesia Info Articles

____________________

Keywords:

mobile-assisted design; performance academic

_________________________

Abstract

________________________________________________________________

Analytical learning is a series of learning activities that combine practice and research results as a learning design to obtain data that is analyzed and used by educators and students, leading to online learning systems. The use of technology and the internet as a means of learning produces blended course designs, such as mobile learning designs. This research was aim to study the mobile-assisted design inquiry model with an analytic learning approach to students’ academic performance.

This research was a correlational study with a cohort prospective design. 236 students met the inclusion criteria selected by purposive sampling. The instrument uses a comprehensive questionnaire in the Computerized Based Test. Data analysis used Fisher’s exact test for analyzing the correlation among the variables and an independent t-test for the result of two types of learning methods. There was a significant difference between online and offline student groups in the competency test tryout scores and a significant relationship between the analytic learning approach and student academic performance with p-value of 0.000 (online students) and 0.007 (offline students). The mobile-assisted design inquiry model learning method with an analytic learning approach through self-reported and observational approaches is effective in the academic performance of professional students.

e-ISSN 2549-0338

(2)

Journal of Curriculum Indonesia 6 (1) (2023) INTRODUCTION

Education in Indonesia is aimed to improve the quality of human life through a learning process (teaching and learning activities) in the Higher Education Curriculum with a learning outcome approach (Biggs & Tang, 2011). Educators can achieve learning objectives by considering the learning models, methods, and learning approaches that will be used (Lockyer et al., 2013;

Mestan, 2019). Learning is designed systematically, conceptually but practically, realistically, and flexibly, both concerning issues of learning interaction, classroom management, utilization of learning resources (teaching), and learning assessment (Cohen, 2018). The advanced growth of the internet and computer technology has created new challenges in assessing learning outcomes in university programs (Lockyer et al., 2013; Mestan, 2019). The beneficial effects have been reported for various forms of technology-enhanced learning, such as online tutorials, social networking sites, computer-supported collaborative learning, web conferencing, webinars, e-portfolios, digital games, simulations and virtual worlds (Han & Ellis, 2020; Kukulska-Hulme & Bull, 2007).

Blended learning is combining face-to-face class with virtual class, which is a systematic combination of joint and technologically mediated interaction between students, lecturers, and learning resources for learning outcomes (Han & Ellis, 2020b; Mestan, 2019). This design requires students to constantly move back and forth between physical and virtual spaces and actively seek to understand how the various components are interrelated and complementary (Han & Ellis, 2020;

Viberg et al., 2020). This not only creates new ways of conceptualizing but also requires new ways of assessing student learning experiences (Kovanović et al., 2018; Lori A. Bailey, 2017). Nursing professional education is an education that requires students to be able to provide comprehensive nursing care in a clinical setting (Biggs & Tang, 2011). The final result is determined through a nursing national competency test which is a process to measure knowledge, skills, and attitudes according to professional standards. The competency test aims to ensure that nurses at the entry- level registered have the required competencies to carry out professional practice safely and effectively (Griffin, 2014; Pardo et al., 2017). In the era of the covid-19 pandemic, the clinical setting limits the existence of students practicing professions to gain clinical experience, therefore; they have to look for alternative learning methods (Baker, 2016; Pardo et al., 2017).

Analytical learning is a series of learning activities that combine practice and research results as a learning design (Kovanović et al., 2018; Lockyer et al., 2013). The research explores data that is analyzed and used by educators and students who lead to online learning systems (Grant, 2019;

Huang et al., 2016; Viberg et al., 2020). The use of technology and the internet as a learning tool produces blended course designs, such as mobile learning designs. This method is in accordance with the era of the COVID-19 pandemic which requires people to reduce contact with others to prevent its spread(Cohen, L, 2005; Huang et al., 2016). The analytical learning model is a series of learning activities that combine research and practice from multidisciplinary to provide evidence-based and effective learning design for students (Kennedy et al., 2017). Several approaches include using self- reported and observational measurements where online learning can use media called mobile- assistedd learning (Han & Ellis, n.d.; Kukulska-Hulme & Bull, 2007). These tools are devices that can be used on a mobile basis such as mobile phones, Ipads, and others. The concept of mobile learning (m-learning) varies according to the historical, cultural, social, and educational context in which it is adopted and developed (Huijser et al., 2020; Trofimovich, 2011). M-learning is facilitated by “enhanced mobility and flexibility enabled by portable devices and cloud-based networks”

(Viberg et al., 2020; Zaidi, 2015).

This study introduced the implementation of an analytical learning method that used Mobile Assisted Learning devices as a teaching and learning solution in the pandemic era. This study is to

(3)

Journal of Curriculum Indonesia 6 (1) (2023)

evaluate the effectiveness of learning using m-learning on the academic performance of nursing professional students.

METHODS

Study Design

This research was a correlational study with a cohort prospective design. Correlational design was used to see the relationship between analytical learning and academic performance.

Population, Samples, and Sampling

The population of this study was all students of the Nursing Profession Study Program of University of Karya Husada Semarang with a total of 236 students. The sample of this research was students who were willing to become respondents who met the criteria. The sampling technique used was purposive sampling. The inclusion criteria in this study were registered as a professional student of University of Karya Husada Semarang and willing to be a respondent

The exclusion criteria in this study were students who were on leave or resigned from nursing professional activities. The independent variable in this research was mobile assisted design with analytic learning approach. The dependent variable in this study was the academic performance of professional students.

Instruments

The research instrument used a comprehensive questionnaire to measure learning analytic using an internal and competency test practice of 180 multiple choice questions taken from many resources (Rohiman, 2021; Desmarita, 2021). The correct answer was given a score of 1 and the wrong answer was given a score of 0. Learning analytic was categorized into 1 = passed and 2 = failed using LMS Schoology. Academic performance is assessed from the nursing national competency test using a computer-based test, categorized as 1 = competent and 2 = incompetent.

The question components consist of Medical Surgical Nursing area, Maternity Nursing, Child Nursing, Mental Nursing, geriatric nursing, nursing management, emergency nursing, family and community nursing.

Procedure

Research was held at Karya Husada Health and Science College of Semarang from May 3^rd to October 1^st, 2021. Data collection was carried out using Schoology data used for data collection and nursing professional learning activities. The assessment of analytical learning was taken from internal and external competency scores of nursing competency test. The professional group for nurses is divided into two groups, namely the online and offline class. The online class students were having online learning class experience, while the offline group students who studied professions in the hospitals. The hospitals which was used for practical class were Kensaras Hospital, Ungaran Hospital, KRMT Wongsonegoro Hospital, Ambarawa Hospital and Batang Hospital.

The learning analysis method used a self-reported approach, which was to provide a form of assignment to manage a work period case that was presented individually to the academic supervisor (online class) and clinical supervisor (offline class) for 20 weeks that consists of Medical Surgical Nursing, Geriatric Nursing, Emergency Nursing, Maternity Nursing and Pediatric Nursing. To avoid case bias, the online class cases taken based on clinical cases. An observational approach was used to assess student performance during the state learning process using an assessment format from a professional logbook. Academic achievement was as an indicator of passing of competency

(4)

the blended-learning method using m-learning and clinical learning. This research had obtained respondents' approval through informed consent which contains a brief explanation of the research process regarding benefits, research procedures and participant involvement as well as participant rights in research. Students used Schoology as a learning data center. The results of student assignments in the form of reports, video analysis, and assessments are stored in LMS schoology. The flow of the research implementation can be seen in Figure 1.

Analysis Data

Data was analyzed using the SPSS statistical software ver 20. The normality of data was confirmed by using Kolmogorov_Smirnov test. For comparison analytic learning measurement between two groups used independent t-test. Fisher’s exact test and continuity correction test were used for analyzed correlation between analytic learning measurement and academic performances in online and offline students.

Ethical Clearance

This research has obtained permission from the ethics committee of University of Karya Husada Semarang with the number 495/KH.KEPK/KT/V/2021 dated May 3^rd, 2021.

(5)

RESULTS AND DISCUSSION

Table 1 shows that the mean results of internal and national try outs increased significantly from second sequence of CBT from 39.06 to 50.30. Internal Try-outs of nursing competency test Exercise is able to deliver students to prepare for the national Try-outs of nursing competency test.

Table 1. Analytic learning measurement based nursing competency test of nurse profession students (n=236)

Analytic learning measurement Mean ± SD Min - max Internal Nursing Competency Test

Online Based Test 1 41.63 ± 12.07 0.00 - 61.00 Online Based Test 2 39.06 ± 17.32 0.00 - 77.00 Online Based Test 3 46.86 ± 16.83 0.00 - 76.00 External Nursing Competency Test 50.30 ± 11.83 0.00 - 76.00

*OBT = Online Based Test

Table 2 shows there is a difference in the mean of the two groups in the internal Tryout results except for the first Tryout. The second and third internal Tryout experienced an average increase in the test results of 7.30 in the online class group. while the offline group experienced an average increase of 8.35. The external Tryout results had the highest average among all internal Tryouts of 3.53 in the online group. while in the offline group. it increased by 3.35. The group with experience in clinical practice at hospital had better Tryout results than the group with only professional learning via online. with p-value <0.05.

(6)

Table 2. Analytic learning measurement based nursing competency test of nurse profession students in different class (n=236)

Analytic learning measurement Online Students (n=120) Offline Students (n=116)

Pvalue

Mean±SD Min-max Mean±SD Min-max

Internal Nursing Competency Test Online Based Test 1 40.17±9.87 11.00-

59.00

43.58±13.87 0.00-61.00 0.061 Online Based Test 2 34.75±15.72 0.00-64.00 43.51±17.83 0.00-77.00 0.000 Online Based Test 3 42.06±16.24 0.00-69.00 51.82±16.03 0.00-76.00 0.000 External Nursing Competency

Test

45.59±11.69 0.00-70.00 55.18±9.86 29.00-76.00 0.000 Independent t-test

Table 3 shows that there are students who failed on tryouts but they are competent in academic performance. namely 45% in online class. 26.72% in offline class and students who pass the tryout are all declared competent. Between two classes. offline class have more students get pass in their test than online class. This means that there is a significant relationship between tryout of nursing competency test results and academic performance as indicated by the passing rate of the national competency test.

Table 3. Correlation analytic learning measurement to academic performance in online students (n=120) and offline students (n=116)

Academic Performance

Offline Class Online Class

Competent Incompetent Competent Incompetent

f % f % f % f %

Analytic learning measurement

Pass 81 69.80 0 0 46 38.30 0 0

Fail 31 26.70 4 3.45 54 45.00 20 16.67

Total 112 96.50 4 3.40 100 83.30 20

p value 0.007* 0.000**

*Fisher’s Exact Test Risk estimate 1.129

**Continuity Correction Risk estimate 1.370

Learning is a systematic activity (process) and interaction between educators and students.

The current Indonesian curriculum developed is the Higher Education Curriculum with a learning outcome approach based on the Indonesian National Qualifications Framework (KKNI)(Biggs &

Tang. 2011; Zaidi. 2015). Educators can achieve learning objectives by considering the learning models. methods and learning approaches that will be used. The nursing profession is an educational stage to prepare students as professional nurses who are equivalent to level 7 in the Indonesian National Qualifications Framework. During the covid-19 pandemic. the professional learning model uses the blended learning method (Han & Ellis. 2020b; Mestan. 2019). Previous students were able to take hands-on experience in the practice field. but due to the pandemic. the majority of students' clinical practice activities were shifted to distance learning. This requires educational institutions to use electronic media for learning media (e-learning)(Baker. 2016; Pardo et al.. 2017; Woolf. 2009). Mobile learning was chosen to facilitate students learning at the professional stage. which allows students to utilize handheld and mobile information technology devices such as mobile phones. laptops and tablet PCs (Grant. 2019; Viberg et al.. n.d.. 2020).

(7)

The selection of learning analytic (LA) as a professional learning approach aims to stimulate students' critical thinking on certain cases or situations such as real clinical conditions (Corrin et al..

2020; Lockyer et al.. 2013). LA is an activity of interpreting data about students doing academic activities that aim to predict their performance and detect potential problems that may arise in the future (Saqr et al.. 2020; Saqr & Alamro. 2019; Thoma et al.. 2020). In professional education. the LA design applied is to use a self-reported and observational approach. Self-reported approach by providing trigger cases to be analyzed and made nursing care and presented to supervisors through SOCA (Structure Oral Case Analysis)(Han & Ellis. 2020; Kovanović et al.. 2018; Pardo et al.. 2016).

The observational approach is carried out on students who carry out professional learning offline in hospitals which are measured using a special assessment format to observe students' clinical performance. The LA cognitive domain is carried out by testing students' abilities in solving competency test questions given by institutions (internal CBT) and national nursing competency tryouts (Corrin et al.. 2020). Internal CBT was performed three times and the national tryout was once. The tryouts results show that students who are often exposed to competency test questions can have a better mean value than before. This is due to students can identify questions that are common in the test, so they can learn intensively about the topic tested.

Students whose psychomotor skill method is carried out in a direct clinical setting have a better mean value of tryouts than students who mostly do online learning (Griffin. 2014). This can be seen in the results of the second to fourth tryout. There is a difference in tryout test scores on online and offline students who do LA learning at the professional stage. Although LA is effective for training students to think critically. clinical experience and direct practice in hospitals can provide a better picture for students to train in providing real nursing care to patients. Academic performance of professional students is proven by their competence in managing nursing care. This is through a national competency test administered by the Ministry of Education and Culture which aims to evaluate graduates of health workers. The success of educational institutions in managing their students is seen from the level of passing of the national competency test. The higher the student's graduation rate. the better an educational institution will be(Cohen. L. 2005; De silva Eugene. 2014). This study shows that there is a relationship between LA seen by the tryout test value on academic performance. Students who are often exposed to the tryout exam or work on competency test questions get the higher of competency rate. Students who study the profession directly in the clinic have a higher chance of being competent than students who study the profession stage via online class.

Professional stage learning requires students to be able to interact. manage real nursing care for patients with all client problems(Han & Ellis. 2020a; Huijser et al.. 2020). Students can learn and provide problem solving according to client needs. An effective learning method is to meet patients face-to-face in a clinical setting. The LA approach has proven to be effective for professional students during a pandemic. but lacks psychomotor training of students to learn to practice procedural actions that require students to be competent in carrying out their duties (Corrin et al..

2020; Pardo et al.. 2017). The LA method may be more effective in demanding learning in the cognitive and affective domains in the classroom or academic stage. Nevertheless. the LA approach can be a professional learning solution during the COVID-19 pandemic. The study limitation is the observation has not been carried out from the whole stage of the nursing practical clinic.

CONCLUSION

The mobile assisted design inquiry model learning method with an analytic learning approach through self-reported and observational approaches is effective on the academic performance of

(8)

academic performance. The LA approach has proven to be effective for professional students during a pandemic. but lacks psychomotor training of students to learn to practice procedural actions that require students to be competent in carrying out their duties. The LA method may be more effective in demanding learning in the cognitive and affective domains in the classroom or academic stage.

However. the LA approach can be a professional learning solution during the COVID-19 pandemic.

The further researchers should use favorable instruments in implementing LA.

ACKNOWLEDGEMENT

This research was funded by the Association of Indonesian Nurse Education Institutions (AIPNI) through the AINEC Research Award grant scheme of 2021.

REFERENCES

Baker. R. S. (2016). Emergence and Innovation in Digital Learning: Foundations and Applications. In Emergence and Innovation in Digital Learning: Foundations and Applications. Athabasca University Press.

https://doi.org/10.15215/aupress/9781771991490.01

Biggs. J.. & Tang. C. (2011). Teaching for Quality Learning at University Fourth Edition The Society for Research into Higher Education. www.openup.co.uk

Cohen. L. E. Al. (2005). Research Methods in Education.

Corrin. L.. Scheffel. M.. & Gašević. D. (2020). Learning Analytics: Pathways to Impact. In Australasian Journal of Educational Technology (Vol. 2020. Issue 6).

Desmarita U, dkk. (2021)Latihan Soal Uji Kompetensi DIII Perawat & Ners. Jilid 1: Mahakarya Citra Utama.

Jakarta.

De silva Eugene. (2014). Cases on Research-Based teaching Methods in Science Education. IGI Global.

Grant. M. M. (2019). Difficulties in defining mobile learning: analysis. design characteristics. and implications.

Educational Technology Research and Development. 67. 361–388.

Griffin. P. (2014). Assessment and Teaching of 21st Century Skill: Methods and Approach. Springer.

Han. F.. & Ellis. R. (2020a). Combining self-reported and observational measures to assess university student academic performance in blended course designs. In Australasian Journal of Educational Technology (Vol.

2020. Issue 6).

Han. F.. & Ellis. R. A. (2020b). Initial Development and Validation of the Perceptions of the Blended Learning Environment Questionnaire. Journal of Psychoeducational Assessment. 38(2). 168–181.

https://doi.org/10.1177/0734282919834091

Huang. C. S. J.. Yang. S. J. H.. Chiang. T. H.-C.. & Sue. A. Y. S. (2016). Effects of Situated Mobile Learning Approach on Learning Motivation and Performance of EFL Students. J. Educ. Technol. Soc.. 19. 263–

276.

Huijser. H.. Fitzgerald. R.. & Salmon. G. (2020). Partnerships for scaled online learning and the unbundling of the traditional university. In Australasian Journal of Educational Technology (Vol. 2020. Issue 5).

Kovanović. V.. Joksimović. S.. Mirriahi. N.. Blaine. E.. Gašević. D.. Siemens. G.. & Dawson. S. (2018).

Understand Students’ Self-Reflections through Learning Analytics. Proceedings of the 8th International Conference on Learning Analytics and Knowledge. 389–398. https://doi.org/10.1145/3170358.3170374 Kukulska-Hulme. A.. & Bull. S. (2007). Theoretical Perspectives on Mobile Language Learning Diaries and Noticing for

Learners. Teachers and Researchers.

Lockyer. L.. Heathcote. E.. & Dawson. S. (2013). Informing Pedagogical Action: Aligning Learning Analytics With Learning Design. American Behavioral Scientist. 57(10). 1439–1459.

https://doi.org/10.1177/0002764213479367

Lori A. Bailey. (2017). Adaptation of Know. Want to know. and Learned Chart for Problem Based Learning. . J Nurs Educ.

Mestan. K. (2019). Create a fine blend: An examination of institutional transition to blended learning.

Australasian Journal of Educational Technology. 35(1). https://doi.org/10.14742/ajet.3216

(9)

Pardo. A.. Han. F.. & Ellis. R. (2016). Pardo. A.. Han. F.. & Ellis. R. (2016). Exploring the relation between self- regulation. online activities. and academic performance: A case study. In Proceedings of the 6th International Learning Analytics and Knowledge Conference (pp. 422-429). Edinburgh. UK. 422–429.

https://doi.org/10.1145/2883851.2883883

Pardo. A.. Han. F.. & Ellis. R. A. (2017). Combining University Student Self-Regulated Learning Indicators and Engagement with Online Learning Events to Predict Academic Performance. IEEE Transactions on Learning Technologies. 10(1). 82–92. https://doi.org/10.1109/TLT.2016.2639508

Rohiman. A, dkk. (2021). Taktis Uji Kompetensi Keperawatan & NERS. Kementerian Kesehatan RI: Edu Penguin. Jakarta.

Saqr. M.. & Alamro. A. (2019). The role of social network analysis as a learning analytics tool in online problem based learning. BMC Medical Education. 19(1). 1–11. https://doi.org/10.1186/s12909-019-1599- 6

Saqr. M.. Nouri. J.. Vartiainen. H.. & Malmberg. J. (2020). What makes an online problem-based group successful? A learning analytics study using social network analysis. BMC Medical Education. 20(1). 1–11.

https://doi.org/10.1186/s12909-020-01997-7

Thoma. B.. Warm. E.. Hamstra. S. J.. Cavalcanti. R.. Pusic. M.. Shaw. T.. Verma. A.. Frank. J. R.. & Hauer.

K. E. (2020). Next Steps in the Implementation of Learning Analytics in Medical Education: Consensus From an International Cohort of Medical Educators. Journal of Graduate Medical Education. 12(3). 303–

311. https://doi.org/10.4300/JGME-D-19-00493.1

Trofimovich. P. M. K. (2011). Applying priming research to L2 learning. teaching and research [electronic resource] : insights from psycholinguistics / edited by Pavel Trofimovich. Kim McDonough. In Applying priming research to L2 learning. teaching and research insights from psycholinguistics. John Benjamins Pub. Co.

Viberg. O.. Wasson. B.. & Kukulska-Hulme. A. (n.d.). Mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS): A conceptual framework. In Australasian Journal of Educational Technology (Vol. 2020. Issue 6).

Viberg. O.. Wasson. B.. & Kukulska-Hulme. A. (2020). Mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS): A conceptual framework. In Australasian Journal of Educational Technology (Vol. 2020. Issue 6).

Woolf. B. P. (2009). Building Intelligent Interactive Tutors Student-centered strategies for revolutionizing e-learning.

www.mkp.com

Zaidi. S. . N. M. (2015). Teaching and Learning Methods in Medicine. Springer International Publising.