Main Article Content
Abstract
MSLQ sudah banyak divalidasi dalam berbagai bahasa dan juga telah digunakan sebagai penelitian di berbagai negara. Penelitian ini bertujuan untuk mengevaluasi validitas dan reliabilitas MSLQ dalam Bahasa Indonesia pada mahasiswa kedokteran. Setiap butir pernyataan dalam MSLQ dinilai dengan menggunakan tujuh skala Likert. Populasi dalam penelitian ini adalah mahasiswa kedokteran semester 2, 4 dan 6 yang berjumlah 219 mahasiswa dengan respon rate sebesar 190 mahasiswa (86,76%). Hasil penelitian menunjukkan 77 item pernyataan pada MSLQ konsisten mengukur motivasi dan strategi belajar. Reliabilitas MSLQ untuk dimensi motivasi adalah sebesar 0.89 dan strategi belajar sebesar 0,88. Dengan demikian, MSLQ merupakan kuesioner yang valid dan reliabel untuk mengukur motivasi dan strategi belajar pada mahasiswa kedokteran.
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References
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- Soemantri D., Mccoll G., Dodds A. (2018). Measuring medical students’ reflection on their learning: modification and validation of the motivated strategies for learning questionnaire (MSLQ). BMC Medical Education. 18: 274.
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References
Anwar, A.I. (2013) Motivasi dan strategi belajar mahasiswa pada collaborative learning dan problem based learning di Fakultas Kedokteran Gigi Universitas Hassanuddin. M.Med.Ed.tesis, Universitas Gadjah Mada.
Chen C. (2017). Multipel Iteration of MSLQ Validation: A Contemporary Assessment. Issue in Information System Volume 18, Issue 3, pp 149-160
Cohen L, Manion L, Morrison K. (2007) Research Methods in Education. 6th ed. New York. Routledge.
Feiz, P., Hooman H.A., kooshki Sh. (2013). Assessing the Motivated Strategies for Learning Questionnaire (MSLQ) in Iranian students: Construct Validity and Reliability. 3rd World Conference on Psychology, Counselling and Guidance (WCPCG-2012). Elsevier. Procedia - Social and Behavioral Sciences 84 (2013) 1820 – 1825
Karadeniz S., Buyukozturk S., Akgun OE., Cakmak EB., Demirel F. (2008). The Turkish Adaptation Study of Motivated Strategies for Learning Questionnaire (MSLQ) for 12–18 Year Old Children: Results of Confirmatory Factor Analysis. The Turkish Online Journal of Educational Technology – TOJET volume 7 Issue 4
Lawson, D.(2019) ‘Supporting students’ development of self-regulated learning using a diagnostic questionnaire tool’, Practitioner Research in Higher Education Journal, 12(1), pp.
-23.
Lisiswanti, R. (2013) Hubungan skor mind map rubbric (MMR) dan hasil belajar mahasiswa Fakultas Kedokteran Universitas Lampung. M.Med.Ed.tesis, Universitas Gadjah Mada.
Mukhid, A. (2008) Strategi self-regulated learning. Tadris. 3(2): 222-239.
Nausheen M. (2016). An Adaptation of the Motivated Strategies for Learning Questionnaire (MSLQ) for Postgraduate Students in Pakistan: Results of an Exploratory Factor Analysis. Bulletin of Education and Research. Vol. 38, No. 1 pp. 1-16
Ortega FZ., Martinez AM., Cuberos RC., Jimenez JLU. (2019). Analysis of the Psychometric Properties of the Motivation and Strategies of Learning Questionnaire—Short Form (MSLQ-SF) in Spanish Higher Education Students. Soc. Sci. 8.132.
Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie, W.J. (1991) Manual use for the use of Motivated Strategies for Learning Questionnaire (MSLQ). Office of Educational Research and Improvement. Washington.
Soemantri D., Mccoll G., Dodds A. (2018). Measuring medical students’ reflection on their learning: modification and validation of the motivated strategies for learning questionnaire (MSLQ). BMC Medical Education. 18: 274.
Suhoyo, Y. (2008). Perbandingan efektivitas antara computer based learning (CBL) dan kuliah sebagai metode pengajaran prinsip dasar bioetika pada mahasiswa baru Fakultas Kedokteran UGM. M.Med.Ed.tesis, Universitas Gadjah Mada.
Sunyoto, D & Setiawan, A. (2013) Buku ajar: statistik kesehatan parametrik, non parametrik, validitas dan reliabilitas. Yogyakarta: Nuha Medika.
Vaculikova J. (2016). The Third Round of the Czech Validation of the Motivated Strategies for Learning Questionnaire (MSLQ). International Education Studies; Vol. 9, No. 7; 2016