Abul A'la Tarigan, Halimuddin Halimuddin, Rosa Galica Gita Gressia, Brury Apriadi Husaini

Kemampuan Berpikir Kritis, Problem Solving, dan Presentasi sebagai Prediktor Hasil Ujian Akhir Semester Mahasiswa Keperawatan

Introduction

Kemampuan berpikir kritis, problem solving, dan presentasi sebagai prediktor hasil ujian akhir semester mahasiswa keperawatan. Teliti kemampuan presentasi, berpikir kritis, & problem solving prediksi hasil UAS mahasiswa keperawatan. Berpikir kritis & presentasi prediktor positif, problem solving negatif signifikan.

Abstract

Kualitas layanan keperawatan sangat bergantung pada kemampuan kognitif dan keterampilan komunikasi profesional, termasuk berpikir kritis dan pemecahan masalah (problem solving). Penelitian ini bertujuan untuk menganalisis dan mengukur sejauh mana kemampuan presentasi, berpikir kritis, dan problem solving secara simultan memprediksi Hasil UAS Mahasiswa Keperawatan. Desain kuantitatif cross-sectional digunakan dengan melibatkan 114 mahasiswa keperawatan sebagai sampel. Data dianalisis menggunakan Regresi Linear Berganda setelah memenuhi uji asumsi klasik (normalitas residual dan non-multikolinearitas). Variabel independen yang diuji adalah presentasi, berpikir kritis, dan problem solving, sedangkan variabel dependen adalah nilai UAS. Model regresi menunjukkan bahwa ketiga variabel tersebut secara bersamaan menjelaskan 9,9% variasi nilai UAS (R2= 0,099). Secara parsial, kemampuan presentasi (β= 0,826; p = 0,021) dan berpikir kritis (β = 0,854; p = 0,045) terbukti menjadi prediktor positif yang signifikan. Menariknya, kemampuan problem solving ditemukan berpengaruh negatif signifikan (β = -1,743; p = 0,002). Berpikir kritis dan kemampuan presentasi memiliki peran krusial dan positif dalam memprediksi capaian akademik.

Review

This study addresses a highly relevant topic in nursing education, investigating the predictive power of critical thinking, problem-solving, and presentation skills on nursing students' end-of-semester exam results. The clear aim, quantitative cross-sectional design, and use of multiple linear regression provide a straightforward methodology for exploring these relationships. Identifying key predictors of academic success is crucial for optimizing educational strategies and student development in a field where cognitive and communication abilities directly impact professional competence and patient care quality. The findings offer both expected and surprising insights. Consistent with pedagogical principles, the study confirms that both presentation skills (β=0.826; p=0.021) and critical thinking (β=0.854; p=0.045) are significant positive predictors of academic performance, reinforcing their importance in the curriculum. These results underscore the value of fostering analytical thought and effective communication in future nursing professionals. However, the discovery that problem-solving ability negatively and significantly predicts UAS scores (β=-1.743; p=0.002) is particularly striking and counter-intuitive, challenging conventional understanding and demanding further exploration. While the research offers valuable contributions, there are areas for discussion. The relatively low R-squared value (9.9%) indicates that a significant portion of the variance in UAS scores is not explained by the included variables, suggesting other influential factors were not measured. Additionally, the cross-sectional design, while suitable for identifying correlations, limits the ability to infer causal relationships. The most intriguing aspect remains the negative association with problem-solving; future research should delve deeper into the specific operationalization and measurement of this variable, or consider potential mediating factors that could explain this unexpected finding. Despite these points, the study meaningfully advances our understanding of academic success predictors in nursing and provides a solid foundation for further, more nuanced investigations.

Full Text

Comments

You need to be logged in to post a comment.