Hubungan antara Derajat Kecemasan dengan Gaya Belajar Mahasiswa Kedokteran Universitas Muhammadiyah Surabaya

Latar Belakang: Mahasiswa kedokteran menghadapi tuntutan akademik yang dapat memengaruhi kondisi psikologis dan proses pembelajaran. Preferensi gaya belajar dapat berkaitan dengan berbagai karakteristik mahasiswa, termasuk derajat kecemasan, performa akademik, dan jenis kelamin. Tujuan: Penelitian ini bertujuan menganalisis hubungan antara derajat kecemasan, performa akademik, dan jenis kelamin dengan gaya belajar berdasarkan modalitas VARK pada mahasiswa kedokteran Universitas Muhammadiyah Surabaya. Metode: Penelitian ini merupakan penelitian analitik observasional dengan desain cross-sectional. Sampel terdiri atas 162 mahasiswa Program Studi Kedokteran angkatan 2022 dan 2023 yang dipilih menggunakan stratified random sampling. Derajat kecemasan diukur menggunakan Hamilton Rating Scale for Anxiety (HRSA), sedangkan gaya belajar dinilai menggunakan kuesioner VARK dan dikelompokkan menjadi unimodal, bimodal, trimodal, dan quadrimodal. Performa akademik dinilai berdasarkan Indeks Prestasi Semester (IPS). Analisis bivariat menggunakan uji Fisher-Freeman-Halton dengan tingkat kemaknaan p < 0,05. Hasil: Tidak terdapat hubungan yang bermakna antara derajat kecemasan dengan modalitas gaya belajar VARK (p = 0,723), performa akademik dengan modalitas gaya belajar VARK (p = 0,536), maupun jenis kelamin dengan modalitas gaya belajar VARK (p = 0,308). Kesimpulan: Derajat kecemasan, performa akademik, dan jenis kelamin tidak berhubungan secara bermakna dengan preferensi modalitas gaya belajar VARK pada mahasiswa kedokteran Universitas Muhammadiyah Surabaya.

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Background: Medical students face academic demands that may influence their psychological condition and learning process. Learning style preferences may be associated with various student characteristics, including anxiety levels, academic performance, and gender. Objective: This study aimed to analyze the associations between anxiety levels, academic performance, and gender with VARK learning style modalities among medical students at Universitas Muhammadiyah Surabaya. Methods: This observational analytic study used a cross-sectional design. The sample consisted of 162 medical students from the 2022 and 2023 cohorts selected using stratified random sampling. Anxiety levels were assessed using the Hamilton Rating Scale for Anxiety (HRSA), while learning styles were assessed using the VARK questionnaire and categorized into unimodal, bimodal, trimodal, and quadrimodal modalities. Academic performance was assessed based on the Semester Grade Point Average (GPA). Bivariate analyses were performed using the Fisher-Freeman-Halton exact test with a significance level of p < 0.05. Results: No significant association was found between anxiety levels and VARK learning style modalities (p = 0.723), academic performance and VARK learning style modalities (p = 0.536), or gender and VARK learning style modalities (p = 0.308). Conclusion: Anxiety levels, academic performance, and gender were not significantly associated with VARK learning style modality preferences among medical students at Universitas Muhammadiyah Surabaya.