Assessment of Academic Stage Students^ Perceptions to the Learning Environment Using the DREEM Instrument Rika Nilapasari(a*), Miranti Kania Dewi(a), Annisa Rahmah Furqaani(b), Rahma Reza Zakiyah(c), Mudzakkir Rayyis(c)
(a) Medical Unit Education, Faculty of Medicine, Universitas Islam Bandung
(b) Medical Biology, Faculty of Medicine, Universitas Islam Bandung
(c) Academic Stage, Faculty of Medicine, Universitas Islam Bandung
Abstract
The learning environment is an important factor in determining the quality and success of the medical education curriculum. A conducive learning environment will improve student well-being, forming empathy, professionalism, and academic success. Evaluation and measurement of the learning environment can help improve the quality of education, one of which is assessing student perceptions of the learning environment. Student perceptions can be measured using the Dundee Ready Education Environment Measure (DREEM) instrument. Evaluation of the learning environment has never been carried out at Faculty of Medicine Unisba, so research on student perceptions needs to be carried out as a form of evaluation of the learning environment at Faculty of Medicine (FoM) Unisba. This research is a retrospective analytical observational study using primary data, in the form of student perceptions about the learning environment at FoM Unisba. The subjects of this research were 437 students at undergraduate FoM Unisba. Research subjects were selected by random sampling. Data were descriptively analyzed. The 50 items are divided into five subscales based on the initial psychometric analysis presented by Roff et.al. The five subscales are Students^ Perception of Learning (SPL), Students^ Perception of Teachers (SPT), Students^ Academic Self-perceptions (SASP), Students^ Perception of Atmosphere (SPA), and Students^Social Self-perception (SSSP). The average total score for 5 domains was 153.83 (excellent) with details of 3 domains having very good scores, namely SPL (teaching highly thought of), SPT (models^ teacher), and SASP (confident). The two other domains SPA (more positive atmosphere) and SSSP (not too bad) have sufficient score and still need development. The research results in all domains were assessed as getting very good scores, but several domains still need development and intervention to be more optimal. Several individual parameter items also provide important information for consideration in formulating improvements to be made.
