Article Per Year (5 Year)
p-Index From 2020 - 2025
2.22
P-Index
This Author published in this journals
All Journal Padjadjaran Journal of Dentistry Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education eJournal Kedokteran Indonesia Makara Journal of Health Research Tirtayasa Medical Journal Jurnal Kedokteran Meditek
Diantha Soemantri
Department Of Medical Education Faculty Of Medicine Universitas Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Dentistry Health Professions Immunology & microbiology Medicine & Pharmacology Neuroscience Nursing Public Health

Published : 9 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 9 Documents
Search

 1 
THE POTENTIAL OF SITUATIONAL JUDGEMENT TEST AS AN INSTRUMENT OF ETHICAL COMPETENCE ASSESSMENT: A LITERATURE REVIEW Hikmah Muktamiroh; Herqutanto Herqutanto; Diantha Soemantri; Agus Purwadianto
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 10, No 3 (2021): November
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.53735

Abstract

Background: Agreement on the importance of teaching and assessing ethical competence as part of professionalism in medical education continues to grow. The assessments of ethical competence at the “does” level in preclinical students or a large group of resident candidates are considered less efficient and expensive. It is necessary to find an alternative form of ethical competence assessment instrument as a complementary test at the level “knows how” before being tested at the level “does.” This research proposed investigating the Situational Judgement Test (SJT) potential and obtaining evidence of the SJT as an instrument of ethical competence assessment.Methods: This study was a literature review of 39 journal articles relating to SJT, obtained through PubMed data-based and google scholar search engine.Results: There was evidence of the use of SJT to assess ethical competence. Ethical competence can be evaluated by ethical decisions making ability. SJT containing procedural skills in ethical decisions making. SJT having good values as deliberation in ethical dilemmas and idealistic ethical ideology (conative test) also exists. These findings support the evidence of potential SJT to assess ethical competence.Conclusion: SJT can be used to assess ethical competence at the level “knows how” before being tested at the level “does” based on the following reasons: SJT can contain content questions that are conative, SJT can assess the ability of ethical decision making based on an assessment of procedural knowledge related to ethical deliberation of ethical decision making in ethical dilemmas.
Adaptasi Kuesioner Satisfaction Scale for E-Learning Process Versi Indonesia: Evaluasi Kepuasan Mahasiswa terhadap Pembelajaran 4C/ID Witri Abriya; Marcellus Simadibrata; Diantha Soemantri
eJournal Kedokteran Indonesia Vol 9, No. 3 - Desember 2021
Publisher : Faculty of Medicine Universitas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (256.937 KB) | DOI: 10.23886/ejki.9.72.169-77

Abstract

Model 4C/ID adalah desain instruksional yang menciptakan lingkungan pembelajaran berbasis keseluruhan tugas. Kuesioner Satisfaction Scale for e-Learning Process merupakan kuesioner untuk mengukur kepuasan peserta didik terhadap proses pembelajaran daring. Penelitian ini bertujuan untuk melakukan adaptasi kuesioner Satisfaction Scale for e-Learning Process versi bahasa Indonesia. Penelitian terdiri atas empat tahap yaitu forward translation, backward translation, expert review, dan pilot study. Forward translation adalah penerjemahan kuesioner ke bahasa Indonesia oleh penerjemah bersertifikat. Backward translation merupakan penerjemahan kembali kuesioner ke bahasa Inggris oleh penerjemah yang berbeda. Expert review adalah proses validasi konten oleh 8 orang ahli menggunakan skala CVI dan S-CVI. Pilot study dilakukan terhadap 30 mahasiswa yang dipilih secara acak. Forward dan backward translation menunjukkan kesesuaian maksud dengan kuesioner aslinya. Nilai I-CVI menunjukkan bahwa 28 butir kuesioner valid (skor >0,75), dan satu butir tidak valid (skor <0,75). Nilai S-CVI (skor ≥0,90) menunjukkan bahwa keseluruhan kuesioner adalah valid. Kuesioner Satisfaction Scale for e-Learning Process versi bahasa Indonesia adalah valid, sehingga dapat digunakan sebagai instrumen untuk mengevaluasi penerapan model 4C/ID pada pembelajaran keterampilan klinis secara daring.
Evaluasi Persepsi dan Kompetensi Pendidikan Interprofesional Mahasiswa di Rotasi Klinik Gita Sekar Prihanti; Diantha Soemantri; Ardi Findyartini
eJournal Kedokteran Indonesia Vol 10, No. 1 - April 2022
Publisher : Faculty of Medicine Universitas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (241.331 KB) | DOI: 10.23886/ejki.10.109.4-12

Abstract

Kolaborasi interprofesional terbukti meningkatkan kualitas pelayanan kesehatan. Pendidikan interprofesional (IPE) di tahap pendidikan akademik dan klinik penting untuk menanamkan kemampuan kolaborasi. Penelitian ini bertujuan untuk mengetahui persepsi dan kompetensi IPE mahasiswa sebelum dan sesudah IPE rotasi klinik. Penelitian ini merupakan penelitian potong lintang yang dilakukan pada bulan November 2020 hingga Januari 2021 di Fakultas Kedokteran dan Fakultas Ilmu Kesehatan Universitas Muhammadiyah Malang (FK-FIKES UMM). Pengambilan sampel dilakukan dengan consequtive sampling. Penelitian ini melibatkan 278 mahasiswa dari tiga program studi yaitu, 152 mahasiswa kedokteran (54,7%), 80 farmasi (28,8%) dan 46 keperawatan (16,5%). IPE di rotasi klinik berlangsung selama dua minggu menggunakan metode pembelajaran aktif. Persepsi IPE diukur menggunakan Interdisciplinary Education Perception Scale (IEPS) sedangkan Interprofessional Collaborative Competency Attainment Survey (ICASS) untuk menilai kompetensi IPE sebelum dan sesudah IPE. Hasil menunjukkan bahwa jenis kelamin (p=0,033) dan persepsi (p=0,000) mempengaruhi kompetensi IPE sesudah IPE. Tidak didapatkan perbedaan persepsi dan kompetensi IPE antar profesi sebelum maupun sesudah IPE, namun semua mahasiswa mengalami peningkatan persepsi dan kompetensi secara bermakna. Di awal pembelajaran, persepsi (61,29±6,537) dan kompetensi IPE (121,92±14,039) mahasiswa kedokteran berada di urutan kedua setelah keperawatan. Setelah IPE, persepsi mahasiswa kedokteran menempati urutan tertinggi (65,22±8,63) sedangkan kompetensi IPE mahasiswa kedokteran berada di urutan terendah (126,08±4,345) dibandingkan dua kelompok lain. Jenis kelamin dan persepsi berperan penting untuk mempengaruhi kompetensi IPE. Upaya berkelanjutan diperlukan untuk membangun persepsi IPE agar dapat meningkatkan kompetensi IPE sehingga menghasilkan kolaborasi yang baik.
Indonesian health professions students’ perceptions toward an interprofessional education program: Findings after five years of implementation Sari, Santi Purna; Soemantri, Diantha; Ayubi, Dian; Martha, Evi; Handiyani, Hanny; Findyartini, Ardi
Makara Journal of Health Research Vol. 24, No. 2
Publisher : UI Scholars Hub

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Background: The Interprofessional Education (IPE) program is important for preparing health professions students to provide future interprofessional collaborative practice. The Universitas Indonesia Health Sciences Cluster has been implementing the IPE program since 2013. A comprehensive evaluation is required following the implementation of the IPE program. The aim of the study was to evaluate the IPE course based on perceptions of undergraduate students at the Universitas Indonesia from 2013 to 2017. Methods: A mixed-methods study utilizing a semi-structured questionnaire was conducted with first year students following the completion of the first stage of the IPE course. A total of 2355 students (56.35%) from the 2013–2017 academic years completed the questionnaire. Results: The results showed that students’ perceptions of the IPE course improved each year on the domains of clear and relevant learning objectives, student-centered teaching methods, staff support, and supporting infrastructures. However, some room for improvement was identified, such as the need for tutors to have a more neutral attitude toward every student despite their background differences. Conclusion: The IPE course has been well perceived by students because of its comprehensive instructional design and principles of IPE that are implemented in the curriculum. The continuous cycles of improvement to maintain the quality of the IPE program will remain a challenge.
MEMFASILITASI KEMAMPUAN REFLEKSI DIRI MAHASISWA KEDOKTERAN: APA DAN BAGAIMANA? Dwita Oktaria; Dian Puspita Sari; Diantha Soemantri; Nadia Greviana
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Vol 11, No 3 (2022): September
Publisher : Asosiasi Institusi Pendidikan Kedokteran Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jpki.65660

Abstract

Background: Self-reflection skill is essential for doctors to develop professional attitudes, therapeutic relationships between doctor-patient, and lifelong learning. Self-reflection needs to be developed during medical study in a structured and systematic manner, either in a professionalism course or other learning opportunities. Gaps: Reflective learning in medical education often only focuses on improving the understanding of professionalism rather than developing students' self-reflection skills. In addition, the opportunity to conduct self-reflection in the curriculum is still limited, and assessment of reflection ability is challenging. There are doubts as to whether self-reflection needs to be assessed. Recommendation:  The opportunity to conduct guided self-reflection needs to be allocated in a structured manner in the curriculum to develop learners’ reflection skills. The strategy to develop self-reflection skills involves a series of educational interventions, including providing guidance and feedback on reflection and ensuring that students' self-reflection is assessed. Reflections on feedback obtained within the learning process can help students to take advantage of the feedback provided, develop self-assessment skills, and improve their performance. In assessing reflection, educators need to consider the time, approach, and purpose of assessment and ensure that the focus is on learners’ ability to self-reflect. Self-reflection needs to be cultivated by creating a conducive environment. The process of mentoring and providing constructive feedback is essential in building reflective dialogue with students to increase students’ motivation to reflect.
Health Profession Education Students’ Satisfaction toward Online Courses during the COVID-19 Pandemic Soemantri, Diantha; Salsabila, Zhafirah; Yorasaki, Vernonia
Makara Journal of Health Research Vol. 27, No. 3
Publisher : UI Scholars Hub

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Background: Given the extensive use of e-learning, especially during the COVID-19 pandemic, a validated instrument is deemed important for continuous evaluation. This study aimed to measure health profession education students’ satisfaction toward the e-learning process within all health sciences cluster (HSC) courses, following further validation of the satisfaction scale for the e-learning process. Methods: A cross-sectional study using an exploratory factor analysis (EFA) was conducted to validate the 29-item Indonesian version of the satisfaction scale for the e-learning process. That the validated tool was used to measure 2,471 students’ satisfaction toward the e-learning process. Results: The EFA resulted in 19 items divided into three subscales: the teaching process (5 items), the instructional content (4 items), and the interaction and evaluation (10 items). The scores of students’ satisfaction toward the e-learning process are at 84–94% of the possible maximum score of the whole instrument or each subscale. Conclusions: The Indonesian version of the satisfaction scale for the e-learning process serves as a valid tool to measure students’ satisfaction toward e-learning. Current students have relatively good perceptions toward e-learning used in all HSC courses, including the interaction domain, which is an important aspect in an e-learning system. Strategies are warranted to maintain and further improve the e-learning process.
Hubungan Kesadaran Metakognisi dengan Hasil Belajar Mahasiswa Kedokteran di Fakultas Kedokteran UNTIRTA Alifa, Fasya Husti; Abdullah, Rukman; Soemantri, Diantha
Tirtayasa Medical Journal Vol 3, No 2 (2024): May
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/tmj.v3i2.25156

Abstract

Metacognitive awareness is a high-level thinking that involves active control over the cognitive processes involved in learning, consisting of two components, namely cognitive knowledge and cognitive regulation. In this study the aim was to assess the relationship between the metacognitive awareness component and student learning outcomes. This study involved 165 medical student respondents at Sultan Ageng Tirtayasa University. The results of the study found that the components of cognitive knowledge, namely declarative (p = 0.410), procedural (p = 0.187), and conditional (p = 0.927) did not significantly influence the learning outcomes of medical students (p > 0.05). In the components of cognition regulation, namely planning (p = 0.221), information management strategies (p = 0.514), understanding monitoring (p= 0.996), and evaluation (p = 0.873) did not significantly influence student learning outcomes. While the correction strategy has a significant relationship with learning outcomes (p = 0.01). In the analysis of the total metacognitive awareness score on learning outcomes, it was found that there was no significant relationship (p = 0.510). This means that there is no significant relationship between metacognitive awareness and learning outcomes of medical students at Sultan Ageng Tirtayasa University, both in the components of cognitive knowledge and cognitive regulation.
E-portfolio system development for undergraduate clinical dentistry: An action research study Greviana, Nadia; Mustika, Rita; Soemantri, Diantha
Padjadjaran Journal of Dentistry Vol 32, No 2 (2020): July 2020
Publisher : Universitas Padjadjaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24198/pjd.vol32no2.25055

Abstract

Introduction: Higher education institutions are responsible for accommodating students to synthesise the knowledge and skills they obtained in the classroom or workplace through reflections. In the field of health professional education, the use of e-portfolio has provided an empirically validated conceptual model of integrated knowledge and learning. Therefore, it is essential to analyse the need to establish a new platform to engage stakeholders and thus ensure daily use of e-portfolio by students in undergraduate dentistry program in Indonesia. The present study was aimed to develop an e-portfolio platform based on a needs analysis and explore stakeholders’ perceptions following its implementation. Methods: The present study was a participatory action research study using a cross-sectional design with a qualitative approach that involved trainees and supervisors in an undergraduate clinical dentistry program. The study was divided into three stages: the exploration stage, the pilot study stage, and the evaluation stage of the e-portfolio platform. Data were collected using in-depth interviews and focus group discussions with stakeholders, which included faculty members and students. Data were analysed thematically. Results: The e-portfolio platform was developed according to the results of the needs analysis stage while considering stakeholders’ expectations and expected features. The results of the evaluation stage indicated a positive response from respondents. Respondents considered the e-portfolio to be very useful in students’ professional development, as it helped students to understand the content, assisted in learning, and improved their understanding of self-reflection. Conclusion: Performing a needs analysis prior to the development of an e-portfolio system provided information on technical issues regarding its development as well as the adequate supporting system required prior to its implementation. Although the implementation of the e-portfolio developed in this early stage was not conducted ideally, students reported a satisfactory impact on their learning.
Determinan Kepemimpinan Perawat Sebagai Pendidik di Pelayanan Kesehatan: Systematic Review Wulandari, Cicilia Ika; Hariyati, Rr Tutik Sri; Handiyani, Hanny; Rizany, Ichsan; Soemantri, Diantha; Novieastari, Enie
Jurnal Kedokteran Meditek Vol 29 No 3 (2023): SEPTEMBER
Publisher : Fakultas Kedokteran Universitas Kristen Krida Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36452/jkdoktmeditek.v29i3.2862

Abstract

Kepemimpinan merupakan kompetensi esensial yang dibutuhkan dalam keperawatan. Pentingnya kepemimpinan bagi perawat sebagai pendidik guna mendukung optimalisasi pembelajaran klinik. Pembelajaran klinik dengan strategi kepemimpinan dapat mencetak perawat penerus yang kompeten di pelayanan kesehatan. Tujuan literature review ini adalah mengeksplorasi determinan kepemimpinan perawat sebagai pendidik di pelayanan kesehatan. Systematik review ini menggunakan diagram alur. Artikel bahasa inggris yang diterbitkan tahun 2019 sampai Maret 2023. Database yang digunakan; Pubmed, Embase, Scopus, Wiley Online Library. Peneliti memanfaatkan tool covidence untuk proses seleksi data sampai ekstraksi serta menggunakan instrumen The Joanna Briggs Institute Critical Appraisal Checklist untuk mengevaluasi artikel. Enam artikel telah diidentifikasi dan dianalisis. Artikel memiliki desain Cross Sectional dan kualitatif. Systematic review menghasilkan tiga tema analitis: (1) pengembangan diri, pembelajaran belajar berkelanjutan, (2) role model bagi perawat, (3) penghargaan diri bagi perawat pendidik. Disimpulkan bahwa perawat sebagai pendidik penting untuk pengembangan diri, menjadi role model dan menghargai diri sebagai pendidik. Hal tersebut berimplikasi pada staf perawat lain dalam menjalankan peran profesional. Rumah Sakit perlu mendukung perawat sebagai pendidik di pelayanan kesehatan dengan menerapkan konsep kepemimpinan dalam pembelajaran klinik.
Co-Authors Abdullah, Rukman Agnes Dodds Agus Purwadianto Alifa, Fasya Husti Ardi Findyartini, Ardi Cicilia Ika Wulandari Dian Ayubi Dian Puspita Sari Dwita Oktaria Enie Novieastari Evi Martha Geoff Mccoll Gita Sekar Prihanti Hanny Handiyani Herqutanto Herqutanto Hikmah Muktamiroh Marcellus Simadibrata Mustika, Rita Nadia Greviana Nadia Greviana, Nadia Rizany, Ichsan Rr Tutik Sri Hariyati Rukman Abdullah Salsabila, Zhafirah Santi Purna Sari Sean McAleer Sue Roff Vardhani, Afifah Witri Abriya Yorasaki, Vernonia