Iwan Somantri, 2015
SISTEM PENJAMINAN MUTU INTERNAL PERGURUAN TINGGI KESEHATAN Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
ABSTRAK
SISTEM PENJAMINAN MUTU INTERNAL PERGURUAN TINGGI KESEHATAN (Studi Kasus di Politeknik Kesehatan Tasikmalaya, STIKes Bakti Tunas Husada Tasikmalaya dan STIKes Muhammadiyah Ciamis). Oleh: Iwan Somantri (1103036) dibimbing: Prof.Dr. H. Djam’an Satori, MA, Prof.Dr. Hj. Tjutju Yuniarsih, M.Pd., Prof. Dr. Ir. Soemarto, MSIE.
Penjaminan Mutu Internal merupakan salah satu cara yang dapat dilakukan perguruan tinggi kesehatan untuk selalu menjaga mutu pendidikan dan menghasilkan lulusan yang kompeten dan diakui oleh masyarakat. Penyelenggaraan pendidikan di Poltekkes Tasikmalaya, STIKes Bakti Tunas Husada Tasikmalaya dan STIKes Muhammadiyah Ciamis belum sepenuhnya mengacu pada SNPT, mutu lulusan belum diakui oleh sebagian user, penjaminan
mutu belum diakreditasi oleh BAN-PT dan SPMI belum mengacu sepenuhnya pada SPM-PT, padahal pemerintah telah mewajibkan setiap perguruan tinggi untuk melaksanakan penjaminan mutu. Penelitian ini menganalisis Bagaimana pelaksanaan SPMI di Perguruan Tinggi Kesehatan. Rumusan masalah terediri atas : bagaimanakah kebijakan SPMI di perguruan tinnggi Kesehatan?, Bagaimanakah mekanisme pelaksanaan SPMI di Perguruan Tinggi Kesehatan? dan Bagaimanakah Pengembangan SPMI di Perguruan Tinggi Kesehatan? Metode penelitian yang digunakan yaitu eksploratif dengan pendekatan kualitatif melalui studi kasus. Pengumpulan data dilakukan dengan cara wawancara, studi dokumentasi dan observasi. Analisis data dilakukan melalui tahap reduksi data, display data serta kesimpulan dan verifikasi. Hasil penelitian menunjukkan : (1) Kebijakan SPMI dimiliki oleh ketiga institusi kesehatan di atas dalam bentuk buku. (2) Pelaksanaan SPMI belum optimal dilaksanakan, sosialisasi tentang SPMI belum dilaksanakan secara berkesinambungan, standar nasional perguruan tinggi belum seluruhnya dibuat, (3) pengembangan SPMI dilakukan melalui pelatihan dan mengikuti perkembangannya melalui media internet. Kendala atau masalah yang dihadapi ketiga institusi perguruan tinggi kesehatan di atas, yaitu kurang optimalnya sosialisasi yang dilakukan, kurangnya komitmen dalam pelaksanaan penjaminan mutu serta kurangnya intensitas komunikasi yang dilakukan antara bawahan dengan atasan. Model pengembangan SPMI yang diusulkan yaitu Model SPMI Perguruan Tinggi Kesehatan berbasis pohon masalah. Dalam model ini kebijakan mutu dijadikan landasan dalam pelaksanaan SPMI, melalui tahap penetapan, pelaksanaan, evaluasi dan pengembangan standar yang dimasukkan ke dalam siklus PDCA. Bila ditemukan masalah, diselesaikan melalui analisis pohon masalah, pohon sasaran dan alternatif pemecahan masalah, sehingga setiap masalah yang ditemukan ada solusinya. Indikator keberhasilan dari model ini yaitu terciptanya budaya mutu di institusi perguruan tinggi kesehatan, ditandai dengan adanya komitmen, perubahan paradigma dan sikap mental serta pengorganisasian penjaminan mutu perguruan tinggi kesehatan yang baik.
Iwan Somantri, 2015
SISTEM PENJAMINAN MUTU INTERNAL PERGURUAN TINGGI KESEHATAN Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
ABSTRACT
INTERNAL QUALITY ASSURANCE SYSTEM (IQAS) OF HEALTH PROFESSIONAL EDUCATION (A Case Study of Politeknik Kesehatan Tasikmalaya, Sekolah Tinggi Kesehatan Bakti Tunas Husada Tasikmalaya, and Sekolah Tinggi Kesehatan Ciamis). By: Iwan Somantri (1103036). Supervised by: Prof. Dr. H. Djam’an Satori, M.A.,Prof. Dr. Hj. Tjutju Yuniarsih, M.Pd., Prof. Dr. Ir. Soemarto, MSIE.
Internal Quality Assurance is one of the efforts health professional education institutions can make to continuously ensure the quality of education and to create competent graduates who are recognized by the society. The administration of education in Politeknik Kesehatan Tasikmalaya, Sekolah Tinggi Kesehatan Bakti Tunas Husada Tasikmalaya, and Sekolah Tinggi Kesehatan Muhammadiyah Ciamis has not completely referenced the SNPT (National Standards for Higher Education); in addition, the three institutions have not created graduates that are well-recognized by a number of users, have not been accredited by BAN-PT (National Accreditation Board for Higher Education) for their quality assurance, and their IQAS has not been in full accordance with the SPM-PT (Higher Education Quality Assurance System). Meanwhile, the government has required that each higher education implement quality assurance. The research analyzes how IQAS is implemented in health professional education. The problem is formulated into the following questions: How are the policies of IQAS in health professional education?; How is the mechanism of IQAS implementation in health professional education?; and How is the development of IQAS in health professional education? The research adopted explorative method with qualitative approach, more specifically employing case study. Data were collected through interview, documentary analysis, and observation. The data were analyzed through the stages of data reduction, data display, inference, and verification. The research results show that: (1) IQAS policies of the three health professional institutions are in the form of a book; (2) IQAS has not been optimally implemented; extension program of IQAS has not been conducted continuously; and national standards for higher education have not been fully formulated; and (3) IQAS is developed through training and monitored by the internet. The main obstacles encountered by the health professional education institutions are the less than optimal extension program, the lack of commitment in quality assurance implementation, and the lack of communication between superior and subordinates. The model of IQAS proposed is tree-problem-based Health Professional Education IQAS Model. In this model, quality policies are made as the basis for IQAS implementation through the stages of establishment, implementation, evaluation, and standard development included in the PDCA cycle. If a problem is found, it is solved with the tree-problem analysis, so that each problem will have a solution. The success indicators for this model is the embodiment of quality culture in health professional education institutions, marked by a stronger commitment, paradigm shifts, mental transformation, and better organization of health professional education quality assurance.
