Learning method comparison between small-group discussion (SGD) and conventional to the knowledge improvement of midwifery department students


Mail Iik Nurul Ulfah(1*)
Mail Rara D.A.S.S Dethan(2)
Mail Friska Realita(3)
Mail Hanifatur Rosyidah(4)

(1) Universitas Islam Sultan Agung Semarang, Indonesia
(2) Plan International Timor Leste and Timor Leste Midwives Association, Timor-Leste
(3) Universitas Islam Sultan Agung Semarang, Indonesia
(4) Universitas Islam Sultan Agung Semarang, Indonesia
(*) Corresponding Author
10.31101/jhtam.1727| Abstract views : 1160 | PDF views : 294


In 2013, the graduate competence of the midwifery department that fit current job demand was only 15%. Knowledge is one of the aspects of midwifery education quality. Small-Group Discussion (SGD) is one of the forms of students centered learning (SCL) where students are demanded to solve problems through a small group discussion. The object of this study is to figure out a comparison of knowledge improvement through the use of SGD or conventional methods. The method used in the study is quantitative of experimental pre-posttest design. The researcher divides the sample into two groups, the experimental group (19) is given an SGD approach and the control group (19) is given a conventional course approach. Based on the Independent Sample T-test, the value of Sig. (2-tailed) is 0.006 (<0.05). Hence, it can be concluded that there is a significant difference between the average score of students’ knowledge level in the SGD group and the conventional group. The SGD group appears to have a higher improvement of average score, which is from 6.3 to 8.1 while the average score of the conventional group is from 6.1 to 6.8. Hence, it is considered that the SGD learning method can improve knowledge of midwifery students and can be used as an effective alternative method to achieve a student-centered learning system for other midwifery institutions.


Learning Method; Midwifery Students; Small-Group Discussion; Conventional; Knowledge

Full Text:



Ageely, H. (2014). The scope of student centered learning in medicine . The Scope of Student Centered Learning in Medicine. May.

Ana Arias, Raymond Scott, O. A. P. (2016). Educational Outcomes of Small-Group Discussion Versus Traditional Lecture Format in Dental Students’ Learning and Skills Acquisition. Wiley Online Library.

Annamalai, N., Manivel, R., & Palanisamy, R. (2015). Small group discussion : Students perspectives. 18–20. https://doi.org/10.4103/2229-516X.162257

Barbara Gross Davis. (2009). Tools for Teaching. Jossey-Bass.

Cholisoh, L., Fatimah, S., & Yuniasih, F. (2015). Critical Thinking Skills In Integrated Science Learning Viewed From Learning Motivation. 11(22), 134–141. https://doi.org/10.15294/jpfi

Esti Zaduqisti. (2910). Problem-Based Learning (Konsep Ideal Model Pembelajaran untuk Peningkatan Prestasi Belajar dan Motivasi Berprestasi).

Imwattana, K., Kiratisin, P., Techasintana, P., & Ngamskulrungroj, P. (2018). An impact on medical student knowledge outcomes after replacing peer lectures with small group discussions [ Version 2 ]. July 2019. https://doi.org/10.15694/mep.2018.0000224.2

Jamil, & Ghani. (2017). Ficus auriculata (fig) Extracts Induced Cell Cycle Profile Changes and Apoptosis Through Caspase-Independent Pathway in Human Lung Adenocarcinoma Cell Line, A549. 16.

Joshi, K. P., Padugupati, S., & Robins, M. (2018). Assessment of educational outcomes of small group discussion versus traditional lecture format among undergraduate medical students. 5(7), 2766–2769.

Ministry of Health. (2015). (Ministry of Health. Jakarta).

Peni Pujiastuti. (2017). Pekerti (Peningkatan Ketrampilan Dasar Teknik). Kementrian Riset dan Pendidikan Tinggi.

Sciences, A. (2015). Electronic Health Documentation and Its Impact on Nurses Routine Practices Literature Review Electronic Health Documentation and Its Impact on Nurses Routine Practices.

Ullal, S., Pai, P., Shastry, R., & Pemminati, S. (2011). Is Small Group Teaching among the Under Graduate Dental Students Really Is Small Group Teaching among the Under Graduate Dental Students Really Effective ? January.

Unin, N., & Bearing, P. (2016). Brainstorming as a Way to Approach Student-Centered Learning in the ESL Classroom. Procedia - Social and Behavioral Sciences, 224(August 2015), 605–612. https://doi.org/10.1016/j.sbspro.2016.05.450

World Health Organisation. (2016). Monitoring Health for the SDGs. World Health Statistics, 1.121. https://doi.org/10.1017/CBO9781107415324.004

Zohrabi, M., Torabi, M. A., & Baybourdiani, P. (2012). Teacher-centered and / or Student-centered Learning : English Language in Iran. 2(3), 18–30. https://doi.org/10.5539/ells.v2n3p18

DOI: https://doi.org/10.31101/jhtam.1727

Article Metrics

Abstract view : 1160 times
PDF - 294 times

Cited By


  • There are currently no refbacks.

Copyright (c) 2021 Iik Nurul Ulfah, Rara D.A.S.S Dethan, Friska Realita, Hanifatur Rosyidah

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Journal of Health Technology Assessment in Midwifery

Indexing by

GarudaSinta Google Scholar Crossref DimensionsDOAJ

Universitas 'Aisyiyah (UNISA) Yogyakarta
Kampus Terpadu: Jl. Siliwangi (Ring Road Barat) No. 63, Nogotirto, Gamping, Sleman, Yogyakarta 55292 
Telepon: (0274) 4469199
Fax.: (0274) 4469204
Email: jhtam@unisayogya.ac.id

View My Stats