Main Article Content
Introduction: In the pandemic era, online learning is quickly overtaking traditional classroom instruction in popularity. Dealing with pandemic conditions while still prioritizing the ultimate goal of optimal learning, namely by using online learning combined with a review approach. The purpose of this research is to examine the effect of the practicum method with an online review approach of the Anatomy and Physiology Course compared to an online mini-lecture for nursing students at Universitas Muhammadiyah Lamongan, Indonesia.
Methods: Adopted pre-experimental prepost test design used two group. Counted participant were recruited from nursing students in Universitas Muhammadiyah Lamongan in the academic year 2020 and 2021 in first semester by purposive sampling. Analyzed using Mann Whitney to cultivate midterm and final exams score.
Results: The mean and standart deviation of intervention group (76.32 ± 9.63) exhibited significant compared to control group 63 ± 9.80 with p value= 0.001.
Conclusion: The online review practice method has been proven to increase student scores during the pandemic compared to usual online review. Preliminary findings from this study show how COVID-19 has impacted first-year students' online learning behaviors and suggest online review learning as a strategy for maintaining students' learning during the pandemic.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Babali Nursing Research (BNR) agree to the following terms:
Authors retain copyright and grant BNR the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to remix, adapt and build upon the work with an acknowledgment of the work's authorship and of the initial publication in BNR.
Authors are permitted to copy and redistribute the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in BNR.
BNR requires a formal written declaration and transfer of copyright from the author(s) for each article published. We, therefore, ask you to complete and return this form, retaining a copy for your own records. Your cooperation is essential and appreciated. Any delay will result in a delay in publication.
 K. B. Pal et al., “Education system of Nepal: impacts and future perspectives of COVID-19 pandemic,” Heliyon, vol. 7, no. 9, 2021, doi: 10.1016/j.heliyon.2021.e08014.
 A. Bedir, R. Desai, N. Kulkarni, K. Wallet, R. Wells, and M. Smith, “Assessing Student Learning of Systems Thinking Concepts in an Online Education Module,” 2020. doi: 10.1109/SIEDS49339.2020.9106680.
 R. Rezapour-Nasrabad, “Effects of Covid-19 on higher education: Challenges and responses,” Pakistan Journal of Medical and Health Sciences, vol. 14, no. 3, 2020.
 D. O. Ivanov et al., “The COVID-19 pandemic: higher medical education challenges and responses,” Pediatrician (St. Petersburg), vol. 11, no. 3, 2020, doi: 10.17816/ped1135-12.
 W. Tamarat and D. Teferra, “COVID-19 Threat to Higher Education: Africa’s Challenges, Responses, and Apprehensions,” Higher Education, vol. 17, no. 4, 2020.
 N. Guven Ozdemir and M. Sonmez, “The relationship between nursing students’ technology addiction levels and attitudes toward e-learning during the COVID-19 pandemic: A cross-sectional study,” Perspectives in Psychiatric Care, vol. 57, no. 3, 2021, doi: 10.1111/ppc.12710.
 S.-Y. Kim, S.-J. Kim, and S.-H. Lee, “Effects of Online Learning on Nursing Students in South Korea during COVID-19,” Int. J. Environ. Res. Public Health, vol. 18, p. 8506, 2021, doi: 10.3390/ijerph18168506.
 T. Govindasamy, “Successful implementation of e-Learning Pedagogical considerations,” Internet and Higher Education, vol. 4, no. 3–4, 2001, doi: 10.1016/S1096-7516(01)00071-9.
 T. Martín-Blas and A. Serrano-Fernández, “The role of new technologies in the learning process: Moodle as a teaching tool in Physics,” Computers and Education, vol. 52, no. 1, 2009, doi: 10.1016/j.compedu.2008.06.005.
 D. A. Kwary and S. Fauzie, “Students’ achievement and opinions on the implementation of e-learning for phonetics and phonology lectures at Airlangga University,” Educacao e Pesquisa, vol. 44, no. 1, 2018, doi: 10.1590/S1678-4634201710173240.
 S. Maheshwari, B. Zheleva, V. Rajasekhar, and B. Batra, “E-Teaching in pediatric cardiology: A paradigm shift,” Annals of Pediatric Cardiology, vol. 8, no. 1, 2015, doi: 10.4103/0974-2069.149512.
 S. Sussman and L. Dutter, “Comparing Student Learning Outcomes in Face-To-Face and Online Course Delivery”.
 D. K. Larson and C. H. Sung, “Comparing Student Performance: Online Versus Blended Versus Face-To-Face,” Online Learning, vol. 13, no. 1, pp. 31–42, Feb. 2019, doi: 10.24059/OLJ.V13I1.1675.
 D. Coates, B. R. Humphreys, J. Kane, and M. A. Vachris, “‘No significant distance’ between face-to-face and online instruction: evidence from principles of economics,” Economics of Education Review, vol. 23, no. 5, pp. 533–546, Oct. 2004, doi: 10.1016/J.ECONEDUREV.2004.02.002.
 F. Faul, E. Erdfelder, A. G. Lang, and A. Buchner, “G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences,” in Behavior Research Methods, 2007, vol. 39, no. 2. doi: 10.3758/BF03193146.
 C. C. Astuti, H. M. K. Sari, and N. L. Azizah, “Perbandingan Efektifitas Proses Pembelajaran Menggunakan Metode E-Learning dan Konvensional,” Proceedings of The ICECRS, vol. 2, no. 1, pp. 35–40, 2018, doi: 10.21070/picecrs.v2i1.2395.
 I. Zaragoza-García, S. Pérez-García, M. de L. Á. Orellana-Miguel, C. Posé-Becerra, and M. A. Goñi-Olangua, “The effectiveness of an online training program in a nursing unit: extraction of blood cultures,” Rev Esc Enferm USP, vol. 53, p. e03531, 2019, doi: 10.1590/S1980-220X2018040003531.
 N. Yusuf, “The Effect of Online Tutoring Applications on Student Learning Outcomes during the COVID-19 Pandemic,” Italienisch, vol. 11, no. 2, pp. 81–88, 2021, [Online]. Available: http://www.italienisch.nl/index.php/VerlagSauerlander/article/view/100
 M. H. Fahmi, “Komunikasi Synchronous dan Asynchronous dalam E-Learning pada Masa Pandemic Covid-19,” Jurnal Nomosleca, vol. 6, no. April, pp. 68–76, 2020.
 N. Mehrdad, M. Zolfaghari, N. Bahrani, and S. Eybpoosh, “Learning outcomes in two different teaching approach in nursing education in Iran: e-learning versus lecture.,” Acta Med Iran, vol. 49, no. 5, 2011.
 M. Zare, R. Sarikhani, M. Salari, and V. Mansouri, “The impact of E-learning on university students’ academic achievement and creativity,” Journal of Technical Education and Training, vol. 8, no. 1, 2016.
 B. Rosenshine, “Principles of Instruction: Research-based strategies that all teachers should know,” American Educator, 2012.
 Y. Weinstein, M. Sumeracki, and O. Caviglioli, Understanding How We Learn: A Visual Guide. 2019.
 G. G. Smith, D. Passmore, and T. Faught, “The challenges of online nursing education,” Internet and Higher Education, vol. 12, no. 2, pp. 98–103, 2009, doi: 10.1016/j.iheduc.2009.06.007.