INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH
ISSN (p in ) 2833-2172, ISSN (online) 2833-2180
Volume 04 Issue 11 No embe 2025
DOI: 10.58806/ijsshm .2025 4i11n15, Impac Fac o : 6.79
Page No. 2166-2171
IJSSHMR, Volume 04 Issue 11 No embe 2025 www.ijsshm .com Page 2166
The In luence o Lea ning S a egies and Lea ning S yles on he E ec i eness
o Nu sing S uden s' S udy Schedules in Coas al and Moun ainous A eas o
he 3T Regions
Nu mah Rachman1, Gemi Rahayu2, Rizki Dana y3
1,2Nu sing Depa men
3Heal h Poly echnic
ABSTRACT: This s udy aims o analyze he in luence o lea ning s a egies and lea ning s yles on he e ec i eness o nu sing
s uden s' s udy schedules in coas al and moun ainous a eas o he 3T (F on ie , Remo e, and Unde de eloped) egions. The
backg ound o his s udy is based on di e ences in geog aphic cha ac e is ics and educa ional access ha ha e he po en ial o
in luence s uden lea ning pa e ns. The esea ch me hod used a quan i a i e app oach wi h a c oss-sec ional design. The sample
consis ed o nu sing s uden s om coas al and moun ainous a eas using a s a i ied andom sampling echnique. The esea ch
ins umen was a ques ionnai e on lea ning s a egies, lea ning s yles ( isual, audi o y, kines he ic), and he e ec i eness o he
s udy schedule, which had been es ed o alidi y and eliabili y. Da a analysis was conduc ed using mul iple eg ession es s. The
esul s showed ha lea ning s a egies signi ican ly in luenced he e ec i eness o he s udy schedule (p <0.05), while lea ning
s yles also made an impo an con ibu ion in adjus ing s uden s' s udy schedules (p <0.05). These indings con i m ha he
e ec i eness o he s udy schedule is no only in luenced by he lea ning s a egies implemen ed by lec u e s, bu also by he
sui abili y o s uden s' lea ning s yles o hei lea ning en i onmen . The implica ions o his s udy a e he need o de elop adap i e
lea ning s a egies based on local con ex s and s eng hen s uden s' skills in managing s udy schedules acco ding o hei indi idual
lea ning s yles, especially in 3T egions.
KEYWORDS: Lea ning s a egies; lea ning s yles; s udy schedule e ec i eness; nu sing s uden s; 3T egions
BACKGROUND
Nu sing highe educa ion plays a c ucial ole in p epa ing compe en , adap i e heal hca e p o essionals capable o add essing he
challenges o heal hca e se ices in a ious egions, including emo e, ou e mos , and unde de eloped (3T) a eas. Wi h he
inc easing need o quali y public heal hca e se ices, nu sing s uden s a e equi ed o mas e no only heo e ical knowledge bu
also p ac ical skills, c i ical hinking, and p o essional a i udes in acco dance wi h nu sing e hical s anda ds. In he con ex o
globaliza ion, he lea ning p ocess in nu sing is no longe limi ed o he ans e o knowledge in he class oom bu also encompasses
he mas e y o e ec i e lea ning s a egies ailo ed o he geog aphic, social, and cul u al condi ions o each egion. 3T a eas,
including coas al and moun ainous a eas, ace a ious obs acles in p o iding highe educa ion, such as limi ed in e ne access,
inadequa e educa ional in as uc u e, limi ed eaching s a , and low socioeconomic condi ions( (Valmay1, 2024).
This si ua ion impac s s uden lea ning pa e ns, including scheduling. Nu sing s uden s in coas al a eas o en ace addi ional
ac i i ies such as helping pa en s wi h ishing, while s uden s in moun ainous a eas ace limi ed access o anspo a ion, elec ici y,
and communica ion ne wo ks. Thus, he e ec i eness o s uden s udy schedules in 3T egions is in luenced by many ac o s,
including he lea ning s a egies implemen ed by lec u e s and each s uden 's indi idual lea ning s yle. A lea ning s a egy is a
sys ema ic app oach used by lec u e s o achie e speci ic lea ning objec i es. Acco ding o educa ional heo y, a good lea ning
s a egy mus accommoda e indi idual di e ences, c ea e a conduci e lea ning en i onmen , and adap o en i onmen al condi ions.
In he con ex o nu sing s uden s in 3T egions, in e ac i e, p oblem-based lea ning, and con ex ual lea ning s a egies a e essen ial
o enable s uden s o connec heo e ical ma e ial wi h eal-wo ld eali ies. Implemen ing app op ia e s a egies is belie ed o
inc ease mo i a ion, unde s anding, and e ec i eness in managing s uden s udy schedules, he eby enabling he achie emen o
p o essional compe encies ( (Magayang, 2020).
E e y s uden has a di e en lea ning s yle, such as isual, audi o y, kines he ic, o a combina ion o he h ee. These di e ences in
lea ning s yles a ec how s uden s ecei e, p ocess, and emembe in o ma ion. S uden s wi h a isual lea ning s yle end o
unde s and ma e ial mo e easily h ough images, diag ams, o ideos, while audi o y lea ne s a e mo e e ec i e when ma e ial is
The In luence o Lea ning S a egies and Lea ning S yles on he E ec i eness o Nu sing S uden s' S udy
Schedules in Coas al and Moun ainous A eas o he 3T Regions
IJSSHMR, Volume 04 Issue 11 No embe 2025 www.ijsshm .com Page 2167
p esen ed h ough discussion o o al explana ion. Kines he ic lea ne s, on he o he hand, p e e lea ning h ough hands-on p ac ice
o simula ions. I he lea ning s a egies implemen ed by lec u e s do no align wi h s uden s' lea ning s yles, he e ec i eness o
he s udy schedule can dec ease because s uden s ind i di icul o unde s and he ma e ial and manage hei s udy ime( (Ma a am,
2018).
The e ec i eness o nu sing s uden s' s udy schedules is g ea ly in luenced by he ma ch be ween he lea ning s a egies
implemen ed and hei lea ning s yles. Lea ning s a egies ha align wi h lea ning s yles will inc ease s uden engagemen , imp o e
ime managemen , and acili a e he achie emen o lea ning objec i es. Con e sely, a misma ch be ween s a egies and lea ning
s yles can lead o a igue, low mo i a ion, and i egula s udy schedules. In he 3T (Unde de eloped, Remo e, and Remo e) egions,
hese challenges a e u he compounded by limi ed lea ning acili ies and less suppo i e en i onmen al condi ions. The e o e, an
in-dep h s udy is needed o examine he in luence o lea ning s a egies and lea ning s yles on he e ec i eness o nu sing s uden s'
s udy schedules in coas al and moun ainous a eas.
This esea ch is highly u gen , ep esen ing a p ac ical con ibu ion, and can se e as inpu o nu sing uni e si ies in designing
mo e adap i e lea ning s a egies o s uden s in he 3T (Unde de eloped Regions) (3T) ( (Manuella Mei eles Pe ei a1†, 2024).
I also has academic implica ions, en iching he li e a u e on he ela ionship be ween lea ning s a egies, lea ning s yles, and he
e ec i eness o s udy schedules, pa icula ly in he con ex o nu sing educa ion in a eas wi h limi ed access. Fu he mo e, i has a
social impac : by imp o ing he e ec i eness o s udy schedules, nu sing s uden s a e expec ed o comple e hei s udies on ime
and become heal hca e p o essionals who can e u n o hei home egions. This esea ch conside s local, egional, na ional, and
global ele ance. In Papua, pa icula ly coas al and moun ainous a eas, s uden s ace challenges wi h in as uc u e, anspo a ion,
elec ici y, and in e ne access ( (, 2011).
This esea ch is ele an o inding lea ning s a egies app op ia e o hese unique condi ions. In a socio-cul u al con ex , Papuan
nu sing s uden s li e in a collec i is , mu ual coope a ion cul u e, and ha e mul iple oles wi hin he amily (e.g., helping pa en s in
he ields o a sea). This esea ch can p o ide ecommenda ions o con ex ual adjus men s o s udy schedules. By s eng hening
local human esou ces, he esul s o his s udy can help p oduce nu ses who a e adap i e o Papuan condi ions, he eby imp o ing
he quali y o heal hca e se ices in he 3T (Unde de eloped Regions) (3T) ( (Alie *, 2024).
Na ionally, o Equi able Quali y o Heal h P o essional Educa ion in Indonesia, Indonesia aces challenges in equalizing he quali y
o highe heal h educa ion, pa icula ly be ween de eloped and unde de eloped egions. This esea ch suppo s na ional policies
ela ed o imp o ing he quali y o oca ional and heal h p o essional educa ion. This esea ch, ocusing on he Na ional Cu iculum
o oca ional nu sing educa ion, p o ides empi ical e idence on how lea ning s a egies can be adap ed o s uden s' lea ning s yles,
suppo ing he implemen a ion o he na ional cu iculum in a eas wi h limi ed access. By conside ing na ional heal h policies o
p oduce g adua es who lea n e ec i ely, his esea ch also s eng hens he na ional heal h sys em h ough compe en nu sing
pe sonnel( (Eija Yli-Panula 1, 2020).
Simila issues a e also expe ienced in a ious de eloping coun ies, especially in u al and emo e a eas. This esea ch can se e as
a case s udy o he global con ex . Global ends in nu sing educa ion emphasize he impo ance o s uden -cen e ed and li elong
lea ning. This esea ch demons a es how adap i e lea ning s a egies can be implemen ed in emo e a eas. The Sus ainable
De elopmen Goals (SDGs) a e ele an o SDG 3 (Good Heal h and Well-Being) and SDG 4 (Quali y Educa ion), as imp o ing
he quali y o nu sing educa ion suppo s be e heal h se ices. The e is limi ed esea ch examining he ela ionship be ween
lea ning s a egies, lea ning s yles, and he e ec i eness o s udy schedules speci ically in Papua, pa icula ly compa ing coas al
and moun ainous s uden s ( (Guide oCOASTAL,, 2029).
This s udy highligh s how local cul u e (collec i e li es yles, s uden s' social oles in he communi y) in luences lea ning pa e ns.
I con ibu es o a nu sing lea ning model ha is adap i e o he geog aphic condi ions and esou ce cons ain s in Indonesia's 3T
(Uninhabi able and Remo e) egions. This esea ch also has he po en ial o gene a e na ional da a on a ia ions in nu sing s uden s'
lea ning s yles in 3T egions, which is no widely a ailable. This esea ch can se e as a global case s udy on heal h educa ion in
emo e a eas, compa able o s udies in A ica, he Paci ic, o La in Ame ica. I o e s a new pe spec i e on he in e ac ion be ween
lea ning s a egies, lea ning s yles, and s udy ime managemen in a egional con ex wi h limi a ions. I combines educa ional,
heal h, and an h opological pe spec i es (Papuan cul u al con ex ) in nu sing lea ning ( (Williams1, 2020).
LITERATURE REVIEW
A lea ning s a egy is an ac ion plan ha includes me hods, echniques, and media o achie e speci ic lea ning objec i es
(Sanjaya,2019). In he con ex o nu sing educa ion, lea ning s a egies emphasize no only cogni i e aspec s bu also psychomo o
skills and p o essional a i udes. E ec i e s a egies can os e in e ac ions be ween lec u e s and s uden s and encou age ac i e
s uden pa icipa ion in he lea ning p ocess. Resea ch by Huda (2020) shows ha adap i e lea ning s a egies can imp o e s uden
lea ning discipline, including in managing s udy schedules. Meanwhile, esea ch by U ami (2022) on nu sing s uden s ound ha
p ac ice-based lea ning s a egies we e mo e e ec i e in inc easing lea ning egula i y han lec u e me hods ( (Joyce Ne oni1, 2022).
The In luence o Lea ning S a egies and Lea ning S yles on he E ec i eness o Nu sing S uden s' S udy
Schedules in Coas al and Moun ainous A eas o he 3T Regions
IJSSHMR, Volume 04 Issue 11 No embe 2025 www.ijsshm .com Page 2168
Lea ning s yle is de ined as an indi idual's unique way o ecei ing, p ocessing, and emembe ing in o ma ion (Fleming & Mills,
1992). The VARK (Visual, Audi o y, Reading/W i ing, Kines he ic) heo y is a popula amewo k o unde s anding a ia ions in
lea ning s yles. (1) Visual – lea ns mo e easily h ough images, g aphs, colo s, and diag ams; (2) Audi o y – lea ns mo e e ec i ely
h ough discussions, lec u es, o lis ening o eco dings; (3) Reading/W i ing – p e e s eading ex and ew i ing in o ma ion; (4)
Kines he ic – lea ns be e h ough hands-on p ac ice, simula ions, and physical ac i i y. Resea ch by Pu a (2021) shows ha
s uden s who s udy acco ding o hei lea ning s yle end o be mo e disciplined in managing hei s udy schedules and achie e be e
academic esul s. Con e sely, a misma ch be ween lea ning s a egies and lea ning s yles can educe lea ning mo i a ion and he
e ec i eness o s udy schedules( (Jessica S ande *, 2019).
In he con ex o Papua, s uden s om coas al and moun ainous a eas ha e di e en lea ning s yle endencies due o hei cul u al
backg ounds, en i onmen s, and p e ious educa ional expe iences. Coas al s uden s, who a e close o echnological access, end o
be com o able wi h isual and audi o y media, while s uden s om he moun ains a e mo e dominan in hei p ac ice-based
kines he ic s yle. The e ec i eness o a s udy schedule is he ex en o which s uden s can manage hei s udy ime consis en ly,
disciplined, and in acco dance wi h es ablished academic a ge s. Indica o s o s udy schedule e ec i eness include (Zimme man,
2002; U ami, 2022). Discipline in managing s udy ime wi h o he ac i i ies. Academic esul s (GPA/exam sco es) e lec he success
o he schedule. S uden pe cep ions o s udy egula i y and p oduc i i y. Acco ding o Zimme man (2002), he e ec i eness o a
s udy schedule is closely ela ed o he concep o sel - egula ed lea ning, whe e s uden s who a e able o manage hei s udy ime
will be mo e success ul in achie ing academic goals. In nu sing educa ion, he abili y o manage a s udy schedule is c ucial because
s uden s no only lea n heo y bu also mus manage ime o clinical p ac ice and o he academic assignmen s ( (Linda Beagley,
2022).
P e ious esea ch has shown a close ela ionship be ween lea ning s a egies, lea ning s yles, and he e ec i eness o a s udy
schedule. Hadi & P ase yo (2020) ound ha lea ning s a egies ailo ed o lea ning s yles inc ease lea ning e ec i eness and
schedule egula i y. Sanjaya (2019) ound ha s uden s who ecei e a a ie y o lea ning s a egies a e mo e disciplined in ollowing
hei s udy schedule. U ami (2022) ound ha he e ec i eness o nu sing s uden s' s udy schedules is in luenced by he sui abili y
o lea ning me hods o s uden cha ac e is ics. Pu a (2021) ound ha s uden s wi h isual and audi o y lea ning s yles a e mo e
consis en in hei s udy schedules when acili a ed by digi al media, while kines he ic s uden s a e mo e e ec i e h ough p ac ice.
This ela ionship can be unde s ood h ough he heo y o cons uc i ism which emphasizes ha e ec i e lea ning occu s when
s uden s a e ac i ely in ol ed acco ding o hei lea ning s yle, as well as he heo y o sel - egula ed lea ning which emphasizes
he impo ance o ime managemen and sel -con ol skills ( (Lindsey Childs-Kean, 2020).
METHODOLOGY
This esea ch employed a quan i a i e design wi h a co ela ional analy ical app oach. A c oss-sec ional s udy was conduc ed o
de e mine he in luence o lea ning s a egies and lea ning s yles on he e ec i eness o nu sing s uden s' s udy schedules in coas al
and moun ainous a eas o he 3T (Unde de eloped Regions) (3T) egion. The s udy was conduc ed a uni e si ies o nu sing
depa men s loca ed in coas al and moun ainous a eas o Papua. The loca ion was selec ed based on geog aphic ep esen a ion and
he a ailabili y o ac i e s uden s. The s udy pe iod was planned o six mon hs, om ins umen p epa a ion, da a collec ion,
analysis, and epo ing o esea ch esul s. The popula ion in his s udy was all nu sing s udy p og am s uden s (Diploma III and
Applied Bachelo o Nu sing) cu en ly s udying a uni e si ies in coas al and moun ainous a eas o Papua, o aling 120 samples.
Quan i a i e da a analysis included desc ip i e equency dis ibu ions, mean, and SD o esponden cha ac e is ics and esea ch
a iables. Bi a ia e analysis included Chi-squa e, - es , o ANOVA o examine he ela ionship be ween he independen and
dependen a iables. Mul i a ia e analysis included mul iple linea /logis ic eg ession o de e mine he in luence o lea ning
s a egies and lea ning s yles on he e ec i eness o s udy schedules, wi h con ol o con ounding a iables. In e ac ion
(mode a ion) es : o de e mine whe he lea ning s yle mode a es he in luence o lea ning s a egies on he e ec i eness o s udy
schedules ( (John T. Ra elle, 2019).
RESULTS AND DISCUSSION
Responden Cha ac e is ics
Table 1. Responden Cha ac e is ics by Loca ion
Loca ion
Numbe (n)
Pe cen age (%)
Moun ains
40
33,3
Coas al Islands
80
66,7
To al
120
100
The In luence o Lea ning S a egies and Lea ning S yles on he E ec i eness o Nu sing S uden s' S udy
Schedules in Coas al and Moun ainous A eas o he 3T Regions
IJSSHMR, Volume 04 Issue 11 No embe 2025 www.ijsshm .com Page 2169
This s udy in ol ed 120 oca ional nu sing s uden s (DIII and DIV) s udying in he 3T (Unde de eloped Regions) (3T) egions.
Fo y esponden s (33.3%) came om moun ainous a eas, and 80 esponden s (66.7%) came om coas al/island a eas (Table 1).
This indica es ha he majo i y o esponden s in his s udy eside in coas al a eas.
Table 2. Dis ibu ion o Lea ning S a egies by Loca ion
Lea ning S a egies
Moun ains (n)
Coas al (n)
To al
Lec u e/ Face o Face
21 (52,5)
18 (22,5)
39 (32,5)
G oup Discussion
9 (22,5)
30 (37,5)
39 (32,5)
Clinical/ Field P ac ice
6 (15,0)
20 (25,0)
26 (21,7)
Online Lea ning
4 (10,0)
12 (15,0)
16 (13,3)
To al
40 (100)
80 (100)
120 (100)
The dis ibu ion o eaching s a egies used by lec u e s di e ed be ween uni e si ies in moun ainous and coas al a eas (Table 2).
Lec u e/ ace- o- ace eaching s a egies we e mo e common in moun ainous a eas (52.5%), while in coas al a eas, g oup discussions
(37.5%) and clinical/ ield p ac ice (25%) we e mo e p e alen . Online lea ning was mo e common in coas al a eas (15%) han in
moun ainous a eas (10%). These indings illus a e di e ences in echnology accessibili y and eaching app oaches used in he wo
egions.
Table 3. Dis ibu ion o S uden Lea ning S yles
Lea ning S yle
Moun ains
Coas al
To al
Visual
10 (25,0)
36 (45,0)
46 (38,3)
Audi o y
14 (35,0)
26 (32,5)
40 (33,3)
Kines he ic
16 (40,0)
18 (22,5)
34 (28,4)
To al
40 (100)
80 (100)
120 (100)
The esul s o he lea ning s yle iden i ica ion showed di e ences in endencies be ween s uden s in moun ainous and coas al a eas
(Table 3). Coas al s uden s we e mo e likely o ha e isual (45%) and audi o y (32.5%) lea ning s yles, while moun ainous s uden s
we e mo e likely o ha e a kines he ic lea ning s yle (40%). O e all, s uden lea ning s yles we e ela i ely balanced be ween isual
(38.3%), audi o y (33.3%), and kines he ic (28.4%).
Table 4. S udy Schedule E ec i eness Sco e Based on Loca ion
Loca ion
Mean ± SD
Minimum
Maximum
Moun ains
72,4 ± 7,1
60
85
Coas / Islands
78,6 ± 6,2
65
90
To al
76,5 ± 6,8
60
90
The a e age sco e o he e ec i eness o nu sing s uden s' s udy schedules showed signi ican di e ences be ween loca ions (Table
4). S uden s om coas al a eas had a highe a e age sco e (78.6 ± 6.2) compa ed o s uden s om moun ainous a eas (72.4 ± 7.1).
The highes sco es we e ob ained by coas al s uden s (maximum 90), while he lowes sco es we e ound in moun ainous s uden s
(minimum 60). These esul s indica e ha coas al s uden s a e ela i ely mo e able o manage hei s udy schedules e ec i ely han
moun ainous s uden s.
Table 5 Resul s o Mul iple Analysis
Va iable
B
p- alue
Lea ning S a egies
0,38
4,21
0,001*
Lea ning S yle
0,27
3,46
0,002*
R2 = 0.41
No e: *p < 0.05 is signi ican
The esul s o he mul iple eg ession es showed ha lea ning s a egies and lea ning s yles simul aneously had a signi ican e ec
on he e ec i eness o s uden s' s udy schedules (p < 0.05) wi h a coe icien o de e mina ion (R²) o 0.41 (Table 5). Pa ially,
lea ning s a egies made he g ea es con ibu ion o he e ec i eness o s udy schedules (B = 0.38; p = 0.001), while lea ning s yles
also had a signi ican e ec (B = 0.27; p = 0.002). This means ha 41% o he a ia ion in he e ec i eness o nu sing s uden s'
The In luence o Lea ning S a egies and Lea ning S yles on he E ec i eness o Nu sing S uden s' S udy
Schedules in Coas al and Moun ainous A eas o he 3T Regions
IJSSHMR, Volume 04 Issue 11 No embe 2025 www.ijsshm .com Page 2170
s udy schedules can be explained by a combina ion o lea ning s a egies and lea ning s yles, while he emainde is in luenced by
o he ac o s ou side he s udy
DISCUSSION
The esul s showed ha he majo i y o esponden s came om coas al/island a eas (66.7%), while he emainde came om
moun ainous a eas (33.3%). This di e ence in numbe s e lec s he geog aphic condi ions and dis ibu ion o heal h uni e si ies,
which a e mo e p e alen in coas al a eas. This inding is consis en wi h a epo om he Minis y o Heal h (2022), which s a ed
ha access o heal h highe educa ion in coas al a eas is mo e de eloped han in moun ainous a eas due o ac o s such as
in as uc u e, mobili y, and access o echnology.
Lea ning s a egies in moun ainous a eas we e domina ed by lec u e/ ace- o- ace me hods (52.5%), while s uden s in coas al a eas
we e mo e likely o use g oup discussions (37.5%) and clinical/ ield p ac ice (25%). This si ua ion can be explained by limi ed
in e ne access and echnology-based lea ning esou ces in he moun ains, esul ing in a g ea e use o con en ional lea ning
me hods. These esul s align wi h esea ch by Yuliani (2020), which s a ed ha limi ed acili ies in 3T ( on ie and ou e mos ) a eas
encou age lec u e s o ely mo e on ace- o- ace lea ning. Con e sely, uni e si ies in coas al a eas ha e be e access o digi al
esou ces, enabling hem o in eg a e collabo a i e lea ning s a egies and ield p ac ice (Pu i & Sa i, 2022).
The iden i ica ion esul s show ha s uden s in moun ainous a eas end o ha e a kines he ic lea ning s yle (40%), while coas al
s uden s a e mo e isual (45%) and audi o y (32.5%). This di e ence illus a es he in luence o he lea ning en i onmen on he
o ma ion o lea ning s yles. Acco ding o he heo y o Dunn & Dunn (2011), lea ning s yles de elop based on epea ed lea ning
expe iences wi hin he con ex o he en i onmen . S uden s in moun ainous a eas a e mo e accus omed o hands-on p ac ice due o
he limi a ions o digi al media, so he kines he ic lea ning s yle is mo e p ominen . Con e sely, coas al s uden s ha e g ea e
exposu e o isual and audio ma e ials om online lea ning and mul imedia sou ces, so isual and audi o y lea ning s yles a e mo e
de eloped. These indings suppo Ha sono's (2019) s udy, which emphasized he impo ance o adap ing lea ning s a egies o he
di e si y o s uden lea ning s yles o inc ease lea ning e ec i eness.
A compa ison o s udy schedule e ec i eness showed ha coas al s uden s sco ed highe (78.6 ± 6.2) han moun ainous s uden s
(72.4 ± 7.1). This sugges s ha coas al s uden s a e be e able o manage hei s udy ime independen ly. A con ibu ing ac o o
his si ua ion is he a ailabili y o lea ning esou ces such as lib a ies, in e ne access, and digi al lea ning esou ces, which a e mo e
adequa e in coas al a eas (Minis y o Educa ion and Cul u e, 2021). Con e sely, s uden s in moun ainous a eas ace limi ed
esou ces, esul ing in a ela i ely lowe s udy schedule e ec i eness. Simila esea ch by Nu haya i (2021) also ound ha a
lea ning en i onmen wi h wide access o lea ning esou ces imp o es s uden s' abili y o plan s udy schedules e ec i ely.
Reg ession analysis esul s showed ha lea ning s a egies and lea ning s yles simul aneously signi ican ly in luenced s udy
schedule e ec i eness, con ibu ing 41%. This sugges s ha he e ec i eness o a s uden 's s udy schedule is no de e mined by a
single ac o , bu a he by a combina ion o he ins uc o 's lea ning app oach and he s uden 's lea ning s yle p e e ences. These
indings align wi h Vygo sky's cons uc i is heo y, which emphasizes ha e ec i e lea ning occu s h ough he in e ac ion
be ween lea ning s a egies and indi idual lea ning expe iences. These esul s also align wi h esea ch by Pu i & Sa i (2022), which
ound ha adap i e lea ning s a egies ailo ed o s uden s' lea ning s yles inc ease lea ning independence and e ec i eness.
INTERPRETATION OF RESULTS
The indings o his s udy emphasize he impo ance o de eloping lea ning s a egies ha adap o s uden lea ning s yles and a e
based on he local con ex . Fo uni e si ies in moun ainous a eas, lea ning app oaches based on ield p ac ice and ace- o- ace
lea ning need o be en iched wi h simple inno a ions ha adap o echnological limi a ions. Meanwhile, in coas al a eas, he
in eg a ion o lea ning echnology needs o be op imized o suppo s uden s' isual and audi o y lea ning s yles. This way, he
e ec i eness o s udy schedules can be imp o ed mo e e enly ac oss bo h egions.
CONCLUSION
This s udy shows ha lea ning s a egies and lea ning s yles signi ican ly in luence he e ec i eness o s udy schedules o nu sing
s uden s in he 3T (Unde de eloped and Remo e A eas). Lea ning s a egies based on g oup discussions and clinical p ac ice a e
mo e e ec i e in coas al a eas, while lec u es and ace- o- ace me hods a e mo e dominan in moun ainous a eas. Coas al s uden s
end o ha e isual and audi o y lea ning s yles, while moun ainous s uden s a e mo e kines he ic.
The e ec i eness o s udy schedules o coas al s uden s is highe han ha o moun ainous s uden s, in luenced by di e ences in
access o lea ning esou ces. Reg ession analysis shows ha he combina ion o lea ning s a egies and lea ning s yles explains 41%
o he a ia ion in s udy schedule e ec i eness. Thus, he e ec i eness o a s uden 's s udy schedule is no only de e mined by
in e nal ac o s (lea ning s yle) bu also in luenced by ex e nal ac o s ( he lea ning s a egies implemen ed by lec u e s).
The esea che s' ecommenda ions o uni e si ies include he need o de elop adap i e lea ning s a egies ha conside egional
cha ac e is ics (coas al and moun ainous) and adap o s uden lea ning s yles. Lea ning suppo acili ies, pa icula ly in e ne access
The In luence o Lea ning S a egies and Lea ning S yles on he E ec i eness o Nu sing S uden s' S udy
Schedules in Coas al and Moun ainous A eas o he 3T Regions
IJSSHMR, Volume 04 Issue 11 No embe 2025 www.ijsshm .com Page 2171
and lea ning media, need o be imp o ed e enly in he 3T ( on ie and emo e) a eas. Lec u e s a e ad ised o combine a ious
lea ning me hods, including g oup discussions, clinical p ac ice, and he use o isual and audio media. Fu he mo e, conside a ion
should be gi en o he di e si y o s uden lea ning s yles so ha s udy schedules can be op imized o sui indi idual needs. Fu u e
esea che s can add o he a iables such as lea ning mo i a ion, amily suppo , and campus en i onmen al ac o s o ob ain a mo e
comp ehensi e pic u e. A longi udinal design is also ecommended o examine he dynamics o changes in lea ning s a egies and
he e ec i eness o schedules o e he long e m.
ACKNOWLEDGEMENT
Ou hanks o he Di ec o o he Heal h Poly echnic who has g an ed pe mission o he esea ch loca ion, and he heads o s udy
p og ams who ha e con ibu ed and pa icipa ed in his esea ch.
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