The Correlation Between Learning Environment in the Nursing Laboratory and Student Learning Satisfaction with the GPA of Third Semester Nursing Students

Dewi Ayu Lutfiah, Devita Elsanti, Ragil Setiyabudi
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Abstract

Background: In the learning process, its environment can affect students' concentration and information absorption, as well as their achievement of competencies. Student satisfaction with learning enhances their motivation to explore the material, thus improving their learning outcomes in terms of GPA.The purpose of this study is to determine the relationship between the learning environment in the nursing laboratory, student learning satisfaction, and the GPA of third-semester nursing students at the university. Method: This research is quantitative with an analytic correlation design and uses a cross-sectional approach. The sample was selected using purposive sampling with a total of 144 respondents. Univariate analysis is presented in frequency and percentage tables. Bivariate analysis employs the Pearson Product Moment test. Results: The results of the research using the Pearson Product Moment analysis show that the correlation coefficient (r) of 0.682 indicates a significant relationship between the learning environment in the laboratory and student satisfaction with learning in nursing. The correlation between the learning environment in the laboratory and students' GPA is 0.635, while the correlation between learning satisfaction and students' GPA is 0.434, indicating a fairly strong correlation between these two variables. Conclusion: The significant correlation (p) of 0.0001 indicates a strong positive correlation between the learning environment in the laboratory and learning satisfaction. The correlation between learning environment and students' GPA is strong, indicating that a better learning environment leads to higher GPAs. Additionally, the correlation between learning satisfaction and students' GPA is moderately strong.
护理实验室学习环境与学生学习满意度与护理专业第三学期学生平均学分绩点的相关性
背景:在学习过程中,学习环境会影响学生的注意力、信息吸收以及能力的实现。学生对学习的满意度能提高他们探索教材的积极性,从而提高他们在 GPA 方面的学习成果。本研究的目的是确定护理实验室的学习环境、学生学习满意度和该校护理专业第三学期学生 GPA 之间的关系。研究方法本研究采用定量分析相关性设计和横断面方法。样本采用目的性抽样,共有 144 名受访者。单变量分析以频率和百分比表的形式呈现。双变量分析采用皮尔逊乘积矩检验。结果使用皮尔逊积矩分析的研究结果表明,相关系数(r)为 0.682,表明实验室学习环境与学生对护理专业学习的满意度之间存在显著关系。实验室学习环境与学生 GPA 之间的相关系数为 0.635,而学习满意度与学生 GPA 之间的相关系数为 0.434,表明这两个变量之间存在相当强的相关性。结论0.0001 的显着相关性(p)表明实验室学习环境与学习满意度之间存在较强的正相关。学习环境与学生的 GPA 之间的相关性很强,表明更好的学习环境会带来更高的 GPA。此外,学习满意度与学生 GPA 之间的相关性也适中。
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