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Journal articles on the topic 'Small group research'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Emich, Kyle J., Satish Kumar, Li Lu, Kurt Norder, and Nitesh Pandey. "Mapping 50 Years of Small Group Research Through Small Group Research." Small Group Research 51, no. 6 (July 13, 2020): 659–99. http://dx.doi.org/10.1177/1046496420934541.

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At its 50-year milestone, we assess the Small Group Research ( SGR) corpus to reflect on the development of group research over the past half century. To do this, we examine the evolution of the corpus’s context and content. We examine its context by assessing its impact, which journals it communicates with, and the internationality of its authors. We examine its content—the topics discussed in its articles—using keyword clustering and co-occurrence network analysis. We identify 10 research communities and track their relationships over the four editorial periods associated with the SGR corpus (lagged 2 years for influence): 1970–1981, 1982–1991, 1992–2010, and 2011–2019. Our analyses indicate that the global and local study of group dynamics has fluctuated over time and that phenomenologically based topics connect theoretical topics and stimulate theoretical development. We also provide three criteria to identify communities and topics of group research most likely to benefit from future integration.

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2

Levine, J. M., and R. L. Moreland. "Progress in Small Group Research." Annual Review of Psychology 41, no. 1 (January 1990): 585–634. http://dx.doi.org/10.1146/annurev.ps.41.020190.003101.

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3

Gil Rodríguez, Francisco, and Carlos María Alcover de la Hera. "Small Group Research in Europe." European Psychologist 7, no. 4 (December 2002): 265–74. http://dx.doi.org/10.1027//1016-9040.7.4.265.

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After a long period of scarce resources and a long delay in new scientific results suffered as a consequence of recent Spanish history, research concerning groups has experienced a rapid development over the last 15 years of the 20th century—the result of the late but then clear institutionalization of psychology into university structure. Although most research has been carried out at the very heart of social psychology and along the traditional lines of the field, a significant growth in the study of groups and work teams in organizational contexts can now be highlighted, coinciding with the tendency detected internationally during the last years. Beyond the normalization of group research in Spain, it is necessary to point out its excessive dependency in both theory and methodology on models and tools elaborated throughout North America and Europe. The present review closes with the proposal of creating a European formative curriculum for group psychologists in order to unify and promote research within this active and important field of psychology.

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4

Beck, Dieter, and Michael Diehl. "Advances in Small Group Research." European Psychologist 2, no. 4 (January 1997): 368–76. http://dx.doi.org/10.1027/1016-9040.2.4.368.

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5

Keyton, Joann. "The Future of Small Group Research." Small Group Research 47, no. 2 (February 5, 2016): 134–54. http://dx.doi.org/10.1177/1046496416629276.

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6

Altman, Irwin. "The Reemergence of Small Group Research." Contemporary Psychology: A Journal of Reviews 34, no. 3 (March 1989): 253–54. http://dx.doi.org/10.1037/027775.

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7

Messick, David M. "Soviet Collectives and Small Group Research." Contemporary Psychology: A Journal of Reviews 33, no. 9 (September 1988): 802. http://dx.doi.org/10.1037/026011.

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8

Keyton, Joann, and Aaron Brower. "Small Group Research 2015 Annual Review Issue." Small Group Research 46, no. 5 (September 16, 2015): 487–88. http://dx.doi.org/10.1177/1046496415606818.

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9

Keyton, Joann, and Aaron Brower. "Small Group Research 2015 Annual Review Issue." Small Group Research 46, no. 6 (November 11, 2015): 587–88. http://dx.doi.org/10.1177/1046496415616357.

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10

Parker, John N., Edgar Cardenas, Alexander N. Dorr, and Edward J. Hackett. "Using Sociometers to Advance Small Group Research." Sociological Methods & Research 49, no. 4 (May 2, 2018): 1064–102. http://dx.doi.org/10.1177/0049124118769091.

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New technologies transform research specialties and potentiate new fields. Sociometers—wearable electronic sensors collecting quantitative, dynamic data about embodied social interactions at hyperfine scales—represent such a possibility for small group research. This article introduces this new method and its distinctive qualities and affordances. Next, we relate its potential for advancing understanding of three types of small group phenomena: (1) rhythmic entrainment, emotional energy, and solidarity; (2) nonverbal dominance and deference; and (3) groups as complex systems. We then present findings from two pilot studies of small group creativity in science and art collaborations. To do so, we combine sociometric, survey, and ethnographic data to consider how speech participation, body movement, and volume shape group creativity and to illustrate how sociometric data complements traditional qualitative and quantitative methods. We close by relating practical lessons learned to aid future researchers working to harness this powerful new research technology.

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11

Bartos, Otomar J., Richard Brian Polley, A. Paul Hare, and Philip J. Stone. "The SYMLOG Practitioner: Applications of Small Group Research." Contemporary Sociology 19, no. 1 (January 1990): 155. http://dx.doi.org/10.2307/2073541.

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12

Weldon, Elizabeth, Richard Brian Polley, A. Paul Hare, and Philip J. Stone. "The SYMLOG Practitioner: Applications of Small Group Research." Academy of Management Review 14, no. 4 (October 1989): 606. http://dx.doi.org/10.2307/258567.

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13

Lamb, Theodore A. "The Familiarity Effect in Small-Group-Hierarchy Research." Journal of Social Psychology 126, no. 1 (February 1986): 51–56. http://dx.doi.org/10.1080/00224545.1986.9713569.

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14

McGregor, Andrew. "Negotiating nature: exploring discourse through small group research." Area 37, no. 4 (December 2005): 423–32. http://dx.doi.org/10.1111/j.1475-4762.2005.00652.x.

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15

Erren, Thomas C., David M. Shaw, and Philip Lewis. "Small groups, open doors: Fostering individual and group creativity within research communities." Medical Hypotheses 109 (November 2017): 56–58. http://dx.doi.org/10.1016/j.mehy.2017.09.018.

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16

Brower, Aaron, Joann Keyton, Nale Lehmann-Willenbrock, Bret Bradley, and Bertolt Meyer. "CALL FOR PROPOSALS Small Group Research 2023 REVIEW ISSUE." Small Group Research 51, no. 4 (July 7, 2020): 542–44. http://dx.doi.org/10.1177/1046496420938561.

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17

Brower, Aaron, Joann Keyton, Nale Lehmann-Willenbrock, Bret Bradley, and Bertolt Meyer. "CALL FOR PROPOSALS Small Group Research 2023 REVIEW ISSUE." Small Group Research 51, no. 5 (August 21, 2020): 653–55. http://dx.doi.org/10.1177/1046496420952182.

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18

Brower, Aaron, Joann Keyton, Nale Lehmann-Willenbrock, Bret Bradley, and Bertolt Meyer. "CALL FOR PROPOSALS Small Group Research 2023 REVIEW ISSUE." Small Group Research 51, no. 6 (September 4, 2020): 778–80. http://dx.doi.org/10.1177/1046496420953014.

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19

Brower, Aaron, Joann Keyton, Nale Lehmann-Willenbrock, Bret Bradley, and Bertolt Meyer. "CALL FOR PROPOSALS Small Group Research 2023 REVIEW ISSUE." Small Group Research 52, no. 1 (December 29, 2020): 110–12. http://dx.doi.org/10.1177/1046496420984890.

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20

Hollingshead, Andrea B. "Rewards and Challenges of Conducting Applied Small Group Research." Contemporary Psychology 44, no. 5 (October 1999): 361–63. http://dx.doi.org/10.1037/002056.

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21

Duling, Dennis C. "Social-Scientific Small Group Research and Second Testament Study." Biblical Theology Bulletin: Journal of Bible and Culture 25, no. 4 (November 1995): 179–93. http://dx.doi.org/10.1177/014610799502500405.

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22

Vitouch, Oliver, and Judith Glück. "“Small group PETting:” Sample sizes in brain mapping research." Human Brain Mapping 5, no. 1 (1997): 74–77. http://dx.doi.org/10.1002/(sici)1097-0193(1997)5:1<74::aid-hbm7>3.0.co;2-k.

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23

Day, James M. "Moral development and small-group processes: Learning from research." Journal for Specialists in Group Work 18, no. 2 (May 1993): 55–66. http://dx.doi.org/10.1080/01933929308413738.

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24

Brower, Aaron, Joann Keyton, Nale Lehmann-Willenbrock, Bret Bradley, and Bertolt Meyer. "CALL FOR PROPOSALS Small Group Research 2023 REVIEW ISSUE." Small Group Research 52, no. 2 (March 1, 2021): 243–45. http://dx.doi.org/10.1177/1046496421996569.

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25

Kivlighan, Dennis, Lyn M. van Swol, Nale Lehmann-Willenbrock, Bret Bradley, and Bertolt Meyer. "CALL FOR PROPOSALS Small Group Research 2024 REVIEW ISSUE." Small Group Research 52, no. 5 (March 5, 2021): 631–34. http://dx.doi.org/10.1177/10464964211001208.

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26

Redman, Charles WE. "GROUPS - a guide to small group work in healthcare, management, education and research." Obstetrician & Gynaecologist 4, no. 1 (January 2002): 55. http://dx.doi.org/10.1576/toag.2002.4.1.55.1.

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27

Seal, David Wyatt, Laura M. Bogart, and Anke A. Ehrhardt. "Small group dynamics: The utility of focus group discussions as a research method." Group Dynamics: Theory, Research, and Practice 2, no. 4 (December 1998): 253–66. http://dx.doi.org/10.1037/1089-2699.2.4.253.

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28

No authorship indicated. "Review of The SYMLOG Practitioner: Applications of Small Group Research." Contemporary Psychology: A Journal of Reviews 35, no. 7 (July 1990): 731. http://dx.doi.org/10.1037/028895.

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29

Neades, Barbara. "Groups: a guide to small group work in health care, management, education and research." Accident and Emergency Nursing 9, no. 3 (July 2001): 193. http://dx.doi.org/10.1054/aaen.2001.0236.

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30

Levine, John M. "Transforming Individuals into Groups: Some Hallmarks of the SDS Approach to Small Group Research." Organizational Behavior and Human Decision Processes 80, no. 1 (October 1999): 21–27. http://dx.doi.org/10.1006/obhd.1999.2852.

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31

Greaves, Tom, and Brian Conboy. "A Self-Research Method for Small Groups." Practicing Anthropology 28, no. 1 (January 1, 2006): 32–34. http://dx.doi.org/10.17730/praa.28.1.h6m268n6076426q1.

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Recently we had the opportunity to formulate and manage a research project in which a small group examined and analyzed its own experience. It was a new venture for us and we found little in the way of existing models or examples in methodological texts to guide us. Yet, groups, whether committees, or project teams, or departments of corporations, are frequently directed to review their work and identify their strengths and weaknesses. We wondered, could such a process be done with substantial rigor, enough so that it would qualify as self-research? If so, what would that process look like, and in what situations would it be useful?

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32

Braun, Sabine. "Interpreting in small-group bilingual videoconferences." Interpreting. International Journal of Research and Practice in Interpreting 9, no. 1 (June 1, 2007): 21–46. http://dx.doi.org/10.1075/intp.9.1.03bra.

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When interpreting takes place in a videoconference setting, the intrinsic technological challenges and the very remoteness of the interpreters’ location compound the complexity of the task. Existing research on remote interpreting and the problems it entails focusses on remote conference interpreting, in which the interpreters are physically separated from the conference site while the primary interlocutors are together on site as usual. In an effort to broaden the scope of research in the area of remote interpreting to include other types and to address other questions, in particular that of the interpreters’ adaptability to new working conditions, this paper analyses small-group videoconferences in which the primary interlocutors as well as the interpreters all work from different locations. The findings from an empirical case study (based on recordings of videoconference sessions as well as introspective data) are used to identify and exemplify different types of interpreter adaptation.

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33

Glisson, Charles. "The Group versus the Individual as the Unit of Analysis in Small Group Research." Social Work With Groups 9, no. 3 (February 26, 1987): 15–30. http://dx.doi.org/10.1300/j009v09n03_04.

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34

Gask, Linda. "Small Group Interactive Techniques Utilizing Videofeedback." International Journal of Psychiatry in Medicine 28, no. 1 (March 1998): 97–113. http://dx.doi.org/10.2190/u8mm-jx7y-lt0t-rkpx.

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Objective: Development and evaluation of a method of training primary care providers in psychiatric skills which utilizes videofeedback of real and roleplayed consultations in a group setting. Method: The development of the basic training approach and additional material for teaching specific skills is described. Evaluation has addressed the impact of training on 1) clinician behavior and 2) measures of outcome. Results: Research over a number of years has demonstrated an impact on clinician behavior with some evidence of impact on clinical and economic measures and patient satisfaction. Conclusions: Videofeedback training appears to be most effective when it is provided with a clear model for the professional-patient interaction. Its effectiveness can be further enhanced by delineating sets of component microskills that can be learned using a combination of videotape modeling, role-play, and feedback. Challenges for future research include investment in randomized controlled trials for outcome, developing the training approach for a range of primary care workers, training sufficient group facilitators, and achieving widespread dissemination without subsequent dilution of effectiveness.

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35

Algesheimer, René, Richard P. Bagozzi, and Utpal M. Dholakia. "Key Informant Models for Measuring Group-level Variables in Small Groups." Sociological Methods & Research 47, no. 2 (November 12, 2015): 277–313. http://dx.doi.org/10.1177/0049124115613782.

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We offer a new conceptualization and measurement models for constructs at the group-level of analysis in small group research. The conceptualization starts with classical notions of group behavior proposed by Tönnies, Simmel, and Weber and then draws upon plural subject theory by philosophers Gilbert and Tuomela to frame a new perspective applicable to many forms of small group behavior. In the proposed measurement model, a collective property is operationalized as shared interpersonal action that explicitly allows us to control for systematic (method) error and random error. Group members act as key informants of group properties and processes and are treated as methods in a multitrait multimethod setting to validate our models. The models are applied to data of 277 three-person groups to develop and illustrate new procedures for ascertaining variation in measures due to hypothesized construct(s), method error, and random error. Implications and guidelines for small group research are discussed.

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36

Sweet, Michael, and Larry K. Michaelsen. "How Group Dynamics Research Can Inform the Theory and Practice of Postsecondary Small Group Learning." Educational Psychology Review 19, no. 1 (January 10, 2007): 31–47. http://dx.doi.org/10.1007/s10648-006-9035-y.

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37

Lanigan, Richard L. "Communicology and Culturology: Semiotic Phenomenological Method in Applied Small Group Research." Public Journal of Semiotics 4, no. 2 (February 1, 2013): 71–103. http://dx.doi.org/10.37693/pjos.2013.4.8843.

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Communicology is the science of human communication where consciousness is constituted as a medium of communication at four interconnected levels of interaction experience: intrapersonal (embodied), interpersonal (dyadic), group (social), and inter-group (cultural). The focus of the paper is the group level of communication across generations, thus constituting inter-group communication that stabilizes norms (forms a culture). I propose to explicate the way in which the method of semiotic phenomenology informs the pioneering work at the University of Toronto by Tom McFeat, a Harvard trained cultural anthropologist, on small group cultures as an experimental research methodology. Rather than the cognitiveanalytic (Husserl‘s transcendental eidetic) techniques suggest by Don Ihde as a pseudo "experimental phenomenology", McFeat provides an applied method for the empirical experimental constitution of culture in conscious experience. Group cultures are constructed in the communicological practices of group formation and transformation by means of a selfgenerating group narrative (myth) design. McFeat‘s method consists of three steps of culture formation by communication that are: (1) Content-Ordering, (2) Task-Ordering, and (3) Group-Ordering, i.e., what Ernst Cassirer and Karl Jaspers call the logic of culture or Culturology. These steps are compared to the descriptive phenomenology research procedures suggested by Amedeo Giorgi following Husserl‘s approach: (1) Find a sense of the whole, (2) Determine meaning units, (3) Transform the natural attitude expressions into phenomenologically, psychologically sensitive expressions. A second correlation will be made to Richard Lanigan‘s semiotic phenomenology method following the work of Cassirer, Jaspers, and Merleau-Ponty: (1) Description of Signs, (2) Reduction of Signifiers, and (3) Interpretation of Signifieds.

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38

Norder, Kurt, Kyle J. Emich, and Aman Sawhney. "Evaluating the Interdisciplinary Mission of Small Group Research Using Computational Analytics." Small Group Research 49, no. 4 (February 22, 2018): 391–408. http://dx.doi.org/10.1177/1046496418755511.

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Richard Kettner-Polley and Charles Gavin founded Small Group Research ( SGR) to present research, build theory, and generally advance the study of small groups by combining insights from multiple disciplines. Currently, we evaluate the extent to which this interdisciplinary mission has been upheld over time. To do this, we apply the perspective and tools of big data analytics to the nearly 3 million words that span the 829 articles that comprise the SGR corpus from February 1990 to June 2017. Keyword analysis, ontological ordering, and interdisciplinary content analyses identify intriguing patterns and detect latent trends. Our results speak to the consistent interdisciplinarity of SGR while identifying opportunities for further development and more complex disciplinary integration in research on small groups.

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39

Humphrys, Peter. "A Dual-Grid Crossword Task For Use In Small Group Research." Australian Journal of Psychology 38, no. 2 (August 1986): 169–76. http://dx.doi.org/10.1080/00049538608256428.

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40

Cragan, John F., and David W. Wright. "Small group communication research of the 1980s: A synthesis and critique." Communication Studies 41, no. 3 (September 1990): 212–36. http://dx.doi.org/10.1080/10510979009368305.

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41

Wittenbaum, Gwen M., and Richard L. Moreland. "Small-Group Research in Social Psychology: Topics and Trends over Time." Social and Personality Psychology Compass 2, no. 1 (January 2008): 187–203. http://dx.doi.org/10.1111/j.1751-9004.2007.00065.x.

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42

Burlingame, Gary M., and Jennifer L. Jensen. "Small Group Process and Outcome Research Highlights: A 25-Year Perspective." International Journal of Group Psychotherapy 67, sup1 (January 27, 2017): S194—S218. http://dx.doi.org/10.1080/00207284.2016.1218287.

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43

Kim, Nam Il. "A Research on the Campus Mission Through Small Group Leaders Training." Journal of Korean Evangelical Missiological Society 37 (March 31, 2017): 53–80. http://dx.doi.org/10.20326/kems.37.1.53.

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44

Sidorenkov, A. V., and O. Y. Shipitko. "Research instrumentation for studying levels and components of intra-group attraction in work groups attraction in work groups." Social Psychology and Society 9, no. 3 (2018): 127–36. http://dx.doi.org/10.17759/sps.2018090313.

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The existing approaches to understanding the attraction and methods of its study are indicated. There are three levels of attraction in a small group — interpersonal, microgroup and group attraction, each of which includes three components — subjective, communicative and activity-oriented. In accordance with this idea a questionnaire of interpersonal attraction and a questionnaire of group and micro-group attraction were developed. Each of the questionnaires includes three subscales for measuring the relevant components of the attraction. To assess the validity and reliability of the questionnaires, a survey was conducted in 18 small production groups — primary structural divisions in organizations and in small companies. The total number of respondents was 200 employees. For each questionnaire factor analysis was performed and the internal consistency of the subscales was assessed. It is shown that the questionnaires have validity and reliability. It is proved expedient to separate three subscales in each questionnaire. The main conclusions are drawn and the possibilities of using the developed tools for research and practical purposes are highlighted.

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45

Ulfah, Hana Rosiana, Moh Afandi, and Sri Sundari. "EVALUASI IMPLEMENTASI METODE PEMBELAJARAN SGD (SMALL GROUP DISCUSSION)." Jurnal Kebidanan 9, no. 01 (July 7, 2017): 25. http://dx.doi.org/10.35872/jurkeb.v9i01.305.

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AbstrakLatar Belakang : Mahasiswa sudah terpapar metode pembelajaran SCL khususnya pada mata kuliah KMB. Namun output yaitu hasil belajar belum maksimal. Mata kuliah ini membutuhkan pemahaman dan hafalan yang mendalam sehingga nilai A hanya didapatkan sekitar 10 % dari seluruh mahasiswa. Menurut observasi dan wawancara, metode pembelajaran yang sering digunakan adalah SGD (Small Group Discussion) namun pelaksanaannya belum optimal.Metode Penelitian : Strategi Penelitian Explaratory Sekuensial. Desain penelitian mixed method. Populasi dalam penelitian ini adalah mahasiswa aktif Keperawatan S1 semester 5 UMS (Universitas Muhammadiyah Surakarta) yang berjumlah 103 mahasiswa. Teknik pengambilan sampel dalam penelitian ini adalah total sampling.Hasil Penelitian : Hasil penelitian kualitatif didapatkan beberapa permasalahan terkait mahasiswa, proses metode pembelajaran, sarana prasarana dan juga SDM (sumber daya manusia). Hasil penelitian kuantitatif menunjukkan bahwa tidak adanya pembagian peran mahasiswa, peran tutor kurang maksimal, performa individu mahasiswa didominasi nilai tidak memuaskan dan tidak dilakukannya langkah formulating learning issue dan self study implementasi metode pembelajaran SGD.Kesimpulan : Berdasarkan evaluasi implementasi pada metode pembelajaran SGD didapatkan hasil bahwa terdapat permasalahan pada mahasiswa yaitu kurangnya partisipasi aktif mahasiswa, jumlah mahasiswa yang terlalu banyak. Permasalahan pada metode pembelajaran adalah tidak dilakukannya langkah self study dan formulating learning issue. Permasalahan pada sarana prasarana adalah penggunaan ruang kelas yang padat. Permasalahan pada SDM yaitu kurangnya fasilitator.Kata kunci : Metode pembelajaran SGD (Small Group Discussion), mahasiswaEVALUATION OF THE IMPLEMENTATION OF LEARNING METHOD SGD (SMALL GROUP DISCUSSION)ABSTRACTBackground: Students have been exposed to teaching methods SCL particularly in the subject of KMB. But the output of the result of learning is not maximized.This course requires a deep understanding and memorization so that the value of A is only about 10% of all students. According to the observations and interviews, the learning method often used SGD (Small Group Discussion) but still not optimal.Method: Sequential Explaratory Research Strategy. Mixed method research designs.Population in this research is active student of nursing S1 semester 5 UMS (Muhammadiyah University of Surakarta) which amounts to 103 students. The sampling technique in this research is total sampling. Results:Qualitative research results found some problems related to students, the process of learning methods, infrastructure and HR (human resources). The results of quantitative research showed that the distribution of the student's role, the role of tutor less than the maximum, the performance of individual student grades dominated unsatisfactory and does not issue a step formulating learning and self study learning method implementation SGD. Conclusion: Based on the evaluation of the implementation of the learning methods SGD showed that there were problems is the lack of active participation of students, number of students is too much. Problems on method of learning are of not done step self-study and formulating learning issue. Problems in infrastructure is the use of classrooms are crowded. Another problem is on the lack of human resources facilitator. Keywords: Teaching methods, SGD (Small Group Discussion) seven jump, studentABSTRAKLatar Belakang : Mahasiswa sudah terpapar metode pembelajaran SCL khususnya pada mata kuliah KMB. Namun output yaitu hasil belajar belum maksimal. Mata kuliah ini membutuhkan pemahaman dan hafalan yang mendalam sehingga nilai A hanya didapatkan sekitar 10 % dari seluruh mahasiswa. Menurut observasi dan wawancara, metode pembelajaran yang sering digunakan adalah SGD (Small Group Discussion) namun pelaksanaannya belum optimal.Metode Penelitian : Strategi Penelitian Explaratory Sekuensial. Desain penelitian mixed method. Populasi dalam penelitian ini adalah mahasiswa aktif Keperawatan S1 semester 5 UMS (Universitas Muhammadiyah Surakarta) yang berjumlah 103 mahasiswa. Teknik pengambilan sampel dalam penelitian ini adalah total sampling.Hasil Penelitian : Hasil penelitian kualitatif didapatkan beberapa permasalahan terkait mahasiswa, proses metode pembelajaran, sarana prasarana dan juga SDM (sumber daya manusia). Hasil penelitian kuantitatif menunjukkan bahwa tidak adanya pembagian peran mahasiswa, peran tutor kurang maksimal, performa individu mahasiswa didominasi nilai tidak memuaskan dan tidak dilakukannya langkah formulating learning issue dan self study implementasi metode pembelajaran SGD.Kesimpulan : Berdasarkan evaluasi implementasi pada metode pembelajaran SGD didapatkan hasil bahwa terdapat permasalahan pada mahasiswa yaitu kurangnya partisipasi aktif mahasiswa, jumlah mahasiswa yang terlalu banyak. Permasalahan pada metode pembelajaran adalah tidak dilakukannya langkah self study dan formulating learning issue. Permasalahan pada sarana prasarana adalah penggunaan ruang kelas yang padat. Permasalahan pada SDM yaitu kurangnya fasilitator. Kata kunci : Metode pembelajaran SGD (Small Group Discussion), mahasiswa EVALUATION OF THE IMPLEMENTATION OF LEARNING METHOD SGD (SMALL GROUP DISCUSSION)ABSTRACTBackground: Students have been exposed to teaching methods SCL particularly in the subject of KMB. But the output of the result of learning is not maximized.This course requires a deep understanding and memorization so that the value of A is only about 10% of all students. According to the observations and interviews, the learning method often used SGD (Small Group Discussion) but still not optimal.Method: Sequential Explaratory Research Strategy. Mixed method research designs.Population in this research is active student of nursing S1 semester 5 UMS (Muhammadiyah University of Surakarta) which amounts to 103 students. The sampling technique in this research is total sampling. Results:Qualitative research results found some problems related to students, the process of learning methods, infrastructure and HR (human resources). The results of quantitative research showed that the distribution of the student's role, the role of tutor less than the maximum, the performance of individual student grades dominated unsatisfactory and does not issue a step formulating learning and self study learning method implementation SGD. Conclusion: Based on the evaluation of the implementation of the learning methods SGD showed that there were problems is the lack of active participation of students, number of students is too much. Problems on method of learning are of not done step self-study and formulating learning issue. Problems in infrastructure is the use of classrooms are crowded. Another problem is on the lack of human resources facilitator. Jurnal Kebidanan, Vol. IX, No. 01, Juni 2017 25 Keywords: Teaching methods, SGD (Small Group Discussion) seven jump, student

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Wood, Julie. "Using Polar-ICE Data Stories to Drive Small Group Student Research Projects." Current: The Journal of Marine Education 34, no. 1 (March 14, 2020): 39. http://dx.doi.org/10.5334/cjme.49.

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Gouran, Dennis S. "The future of small group communication research: Revitalization or continued good health?" Communication Studies 45, no. 1 (March 1994): 29–39. http://dx.doi.org/10.1080/10510979409368407.

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Meyers, Renée A., and Dale E. Brashers. "Expanding the boundaries of small group communication research: Exploring a feminist perspective." Communication Studies 45, no. 1 (March 1994): 68–85. http://dx.doi.org/10.1080/10510979409368410.

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