SISTEM PENJAMINAN MUTU INTERNAL DALAM IMPLEMENTASI INTERPROFESSIONAL EDUCATION (IPE) DI PERGURUAN TINGGI

• Main Author: Muhamad Iqbal Ansori Firdaus, - (Author)
• Format: Book
• Published: 2020-07-23.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/50216/1/S_ADP_1803379_Title.pdf; http://repository.upi.edu/50216/2/S_ADP_1803379_Chapter1.pdf; http://repository.upi.edu/50216/3/S_ADP_1803379_Chapter2.pdf; http://repository.upi.edu/50216/4/S_ADP_1803379_Chapter3.pdf; http://repository.upi.edu/50216/5/S_ADP_1803379_Chapter4.pdf; http://repository.upi.edu/50216/6/S_ADP_1803379_Chapter5.pdf; http://repository.upi.edu/50216/7/S_ADP_1803379_Appendix.pdf
• Keywords: HD61 Risk Management; L Education (General); LB2300 Higher Education

Penelitian ini bertujuan untuk mengetahui kebijakan dan strategi peningkatan pengelolaan sistem penjaminan mutu internal (SPMI), kondisi dan elemen pendukung dalam implementasi Interprofessional Education (IPE), faktor-faktor eksternal dan internal yang mendukung dan menghambat penerapan, dan analisis faktor keberhasilan sistem penjaminan mutu internal (SPMI) dalam implementasi Interprofessional Education (IPE) di perguruan tinggi. Penelitian ini menggunakan pendekatan kualitatif non-interaktif. Adapun pada prakteknya, penelitian ini menggunakan studi literatur melalui proses verifikasi data dengan triangulasi, member checking, dan expert opinion. Hasil dari penelitian menujukan: (1) Kebijakan dan strategi peningkatan pengelolaan SPMI di perguruan tinggi dilakukan melalui tahapan proses yang berkelanjutan dalam peningkatan mutu proses pendidikan melalui penetapan, pelaksanaan, evaluasi, pengendalian dan peningkatan, kemudian dilakukan evaluasi diri, audit mutu internal, sampai dengan benchmarking dan hal ini bertujuan untuk menentukan standar baru, yang disebut sebagai siklus penjaminan mutu; (2) Kondisi dan elemen pendukung dalam implementasi IPE di perguruan tinggi dilakukan melalui praktik kolaborasi antar profesi dengan melibatkan berbagai profesi dalam pembelajarannya, dosen dan mahasiswa menjadi elemen pendukung utama; (3) Faktor-faktor eksternal dan internal yang mendukung yaitu kebijakan, komitmen, kompetensi pimpinan, tipe kepemimpinan, ketepatan proses, dan tim yang solid sedangkan yang menghambat dipengaruhi anggaran, rangkap jabatan, pendampingan yang tidak rutin, dan koordinasi yang kurang intens; (4) Analisis faktor keberhasilan SPMI dalam implementasi IPE di perguruan tinggi didukung oleh kuatnya komitmen pimpinan perguruan tinggi dan menghasilkan mahasiswa untuk menjadi pemimpin dan anggota tim, mengetahui hambatan untuk kerja sama tim, peran dan tanggung jawab, sedangkan kelemahannya belum tersusunnya sebagian besar dokumen mutu baik dari unit kerja maupun program studi.;----- This research aims to find out policies and strategies for improving the management of the internal quality assurance system, conditions and supporting elements in the implementation of Interprofessional Education (IPE), external and internal factors that support and hinder the application, and analysis of the success factors of the internal quality assurance system in the implementation of Interprofessional Education (IPE) in higher education. This research uses a non-interactive qualitative approach. As for practice, this research uses literature studies through the process of data verification by triangulation, member checking, and expert opinion. The results of the study address: (1) Policies and strategies for improving the management of the internal quality assurance system in higher education are carried out through stages of a continuous process in improving the quality of the education process through the determination, implementation, evaluation, control and improvement, then will be evaluated self, internal quality audits, up to benchmarking and this aims to determine new standards, which are called the quality assurance cycle;(2) Conditions and supporting elements in the implementation of IPE in higher education are carried out through collaborative practice between professions involving various professions in their learning, lecturers and students being the main supporting elements;(3) Supporting external and internal factors, namely policy, commitment, leadership competency, leadership type, process accuracy, and a solid team while those who are inhibited are influenced by budget, dual positions, non-routine assistance, and less intense coordination; (4) Analysis of the success factors of the internal quality assurance system in the implementation of IPE in higher education is supported by the strong commitment of university leaders and produces students to become leaders and team members, knowing the obstacles to teamwork, roles and responsibilities, while the weaknesses have not been partially composed large quality documents from both work units and study programs.