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Introduction: Learning methods are used to realize the applied learning strategies. Each learning method has its most prominent learning domain, such as cognitive (change of knowledge), affective (change of behavior), and psychomotor (change or improvement of skill). Midwifery is a profession that requires specific knowledge, attitudes, and skills that must be possessed and mastered. The process of achieving good competence of midwives starts with midwifery education. In achieving competence, midwifery students need theoretical and practical learning experiences in laboratory clinical skills. The Learning Pyramid developed by the National Training Laboratory shows that most students remember 90% of what they learn by teaching others. Objective: Determining the effect of the peer-assisted learning method application in laboratory skills for the physical examination of newborns learning. Method: This research used a Quasi-Experimental design with a pretest-posttest design. The sample was 30 students taken through the quota sampling technique, and the analysis used was the Wilcoxon Test. Result: The Peer-Assisted Learning method affected the learning outcome of skills in the physical examination of newborns with a significance level of P = 0.000 < 0.05. Conclusion: The Peer-Assisted Learning method improves the physical examination skills of newborns of DIII midwifery students.

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Background:The essential aspect ofthe learning system is implementingthe learning method; withthe proper method, the teaching and learning process will be more precise, effective, and efficient. Whereas the dissociated and uncreative learning methods will contribute to the low comprehension material on students. Virtually, various methods can be implemented to escalate students' comprehension in the teaching and learning process; one of those methods is the STAD (Student Teams Achievement Division),which focuses on active learning patterns through Student-Centered Learning. This method teaches students about collaboration, responsibility, interaction, trust, decision making, communication, and conflict management. Objectives:The focal point of this study is to determine the influence of the STAD(Student Teams Achievement Division) learning method on the accuracy ofpartograph documentation. Method:This study uses a Quasi-Experimental design with a Pretest-Posttest Design. The sample in this study consists of 30 students taken fromthe Quota Sampling technique. This study implementsthe Wilcoxon test to analyze the data. Results:The Student Teams Achievement Division learning method significantly influences the accuracy of partograph documentation with a p-value of 0.000 < 0.05. Conclusion:The implementation of the Student Teams Achievement Division learning method can improve student skills in partograph documentation.