IMPLEMENTASI MODEL IPE (INTERPROFESSIONAL EDUCATION) DALAM UPAYA MENINGKATAN KOMPETENSI PEMBELAJARAN MAHASISWA PADA FAKULTAS ILMU KESEHATAN - Putri Dewi Indah Wulan, - (2021)
ABSTRAK Putri Dewi. 2020. Implementasi Model IPE (Interprofessional Education) dalam Upaya Meningkatkan Kompetensi Pembelajaran Mahasiswa pada Fakultas Ilmu Kesehatan. Tesis. Program Studi Administrasi Pendidikan Sekolah Pascasarjana Universitas Pendidikan Indonesia. Interprofessional Education (IPE) merupakan sebuah metode belajar inovatif dengan sistem "Multidisipliner" yang melibatkan berbagai profesi kesehatan dari latarbelakang berbeda untuk saling bekerja sama, belajar bersama secara interaktif, dengan tujuan meningkatkan praktik kolaborasi interprofesional dan meningkatkan pelayanan kesehatan yang komprehensif. Implementasi model IPE yang tidak merata di Indonesia mengakibatkan perbedaan pencapaian kompetensi pembelajaran mahasiswa fakultas ilmu kesehatan. Maka, penelitian ini betujuan untuk mengkaji proses implementasi model IPE dalam pembelajaran pendidikan ilmu kesehatan, proses penerapan pembelajaran IPE mengacu pada model yang telah diterapkan di negara maju, faktor-faktor yang menunjang dan menghambat IPE dalam proses implementasinya serta sistem penialian IPE. Metode penelitian; menggunakan pendekatan kualitatif non-interaktif dengan metode library reaseach. Pengumpulan sumber data berupa data lapangan melalui Google form, dan Focus Group Discussion serta data jurnal-jurnal berskala internasional dan nasional yang relevan dengan penelitian. Pengumpulan data dilakukan melalui database digital terkomputerisasi. Hasil penelitian menunjukkan bahwa; 1) proses implementasi pembelajaran IPE; kuliah klasikal, Kuliah tutorial (PBL), kuliah laboratorium, kuliah profesi atau klinis; PKL, Kuliah Kerja Nyata (KKN), dan simulasi. 2) faktor penunjang IPE; dukungan kelembagaan, budaya kerja, lingkungan hidup, perilaku, outcome dan oppotunity. faktor penghambat IPE; keterbatasan pemahaman, inferior profesi, komunikasi yang minim, koordinasi terkendala, birokrasi yang kaku, diversity kelompok siswa, tugas interprofessional yang tidak terintegrasi. 3) sistem penilaian yang digunakan dalam pelaksanaan pembelajaran IPE: penilaian diri atau sikap, sumatif, formatif, metode survei, dan penilaian secara kelompok. Kata Kunci: Interprofessional Education, Kompetensi IPE, Metode Pembelajaran IPE. ABSTRACT Putri Dewi Indah Wulan. 2020. The Implementation of The IPE (Interprofessional Education) Model in Improving Student Learning Competency in The Faculty of Health Science. A Thesis. Educational Administration Department, School of Postgraduates, Universitas Pendidikan Indonesia. Interprofessional Education (IPE) is an innovative learning method with "multidisciplinary" system which involves various health professions from different backgrounds to work together and to interactively learn together. IPE basically intends to improve interprofessional collaborative practice and to improve a comprehensive healthcare. The uneven IPE model implementation in Indonesia results in the discrepancy of learning competencies achievement of health science students. Accordingly, this research aims at examining: the process of IPE model implementation in the learning of health science education, the process of IPE learning application referring to model which has been applied in developed countries, both factors supporting and interfering the IPE in its implementation process, as well as the assessment system of IPE. The research method: a non-interactive qualitative approach with library research. The field data collection conducted was through Google From and Focus Group Discussion as well as relevant international and national journals from computerized digital database. The result of the research shows that: 1) the process of IPE learning implementation includes: classical lecture, tutorial lecture (Problem Based Learning), laboratory lecture, profession or clinical lecture, such as field practice (PKL), community service (KKN) and simulation; 2) the supporting factors of IPE: institutional support, work culture, environment, behaviour, outcome and opportunity; the interfering factors of IPE: understanding limitation, professional inferiority, minimum communication, constrained coordination, rigid bureaucracy, student group diversity, unintegrated interprofessional assignment; 3) the assessment system used in the practice of IPE learning: self or attitude assessment, summative, formative, survey method, and group assessment. Keywords : Interprofessional Education, IPE competencies, IPE learning methods