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All Journal JURNAL GIZI INDONESIA Majalah Kedokteran Bandung Jurnal Kebijakan Kesehatan Indonesia PIKSEL : Penelitian Ilmu Komputer Sistem Embedded and Logic Althea Medical Journal Indonesian Journal of Disability Studies Jurnal Edukasi dan Penelitian Informatika (JEPIN) Global Medical and Health Communication Jurnal Sistem Kesehatan Jurnal Kesehatan Vokasional Cetta: Jurnal Ilmu Pendidikan The Southeast Asian Journal of Midwifery WIDYA LAKSANA Journal of Education Technology Jurnal Riset dan Aplikasi: Akuntansi dan Manajemen Jurnal Kreativitas PKM JKM (Jurnal Kebidanan Malahayati) JTP - Jurnal Teknologi Pendidikan Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education Journal of Health Sciences Media Karya Kesehatan JURNAL PENGABDIAN MASYARAKAT AL-IRSYAD (JPMA) Jurnal Bidan Cerdas Kumawula: Jurnal Pengabdian Kepada Masyarakat Edum Journal Jurnal BIMTAS: Jurnal Kebidanan Umtas Jurnal PORKES Jurnal Aisyah : Jurnal Ilmu Kesehatan Jurnal Paedagogy Jurnal Menara Medika Jurnal Pengabdian dan Pengembangan Masyarakat Jurnal Inovasi Pendidikan MH Thamrin Poltekita: Jurnal Pengabdian Masyarakat Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Perak Malahayati : Pengabdian Kepada Masyarakat Jurnal Penelitian Keperawatan Kontemporer (JPKK) Jurnal Locus Penelitian dan Pengabdian Gemakes: Jurnal Pengabdian Kepada Masyarakat Berita Kedokteran Masyarakat Jurnal Asuhan Ibu dan Anak Jurnal Ilmiah Pengabdian Masyarakat Bidang Kesehatan Jurnal Ilmu Pendidikan dan Pembelajaran Media Penelitian dan Pengembangan Kesehatan Jurnal Ilmu Keperawatan dan Kebidanan Curricula: Journal of Curriculum Development Inovasi Kurikulum
Ari indra Susanti
Departemen Ilmu Kesehatan Masyarakat, Fakultas Kedokteran, Universitas Padjadjaran, Bandung, Indonesia
Aerospace Engineering Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Veterinary Other

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Global midwifery education models and their impact on competence Zulaiha Baila; Ari Indra Susanti
Curricula: Journal of Curriculum Development Vol. 4 No. 2 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i2.87984

Abstract

High-quality midwifery education is crucial for preparing competent practitioners to face the complex challenges encountered in maternal and newborn health. This scoping review aims to explore diverse global models of midwifery education, including simulation-based learning, leadership development, and competency-based curricula. Using PRISMA-ScR guidelines and JBI methodology, seven peer-reviewed studies from various countries were analyzed to identify key themes, challenges, and innovations. The findings reveal that while many educational models successfully enhance clinical, interpersonal, and decision-making competencies, significant gaps remain—especially in educator preparedness, infrastructure availability, and the integration of non-technical skills, such as emotional intelligence and communication. Additionally, curriculum alignment with both global standards and local health system needs remains inconsistent. This review emphasizes the importance of contextually relevant, adaptable, and comprehensive education frameworks. Strengthening midwifery education through faculty development, investment in learning infrastructure, and curriculum reform can significantly contribute to improving maternal and newborn outcomes worldwide.   Abstrak Pendidikan kebidanan yang berkualitas tinggi sangat penting untuk mempersiapkan praktisi yang kompeten dalam menghadapi tantangan kompleks yang dirasakan pada kesehatan ibu dan bayi baru lahir. Tinjauan cakupan ini bertujuan untuk mengeksplorasi berbagai model pendidikan kebidanan di tingkat global, termasuk pembelajaran berbasis simulasi, pengembangan kepemimpinan, dan kurikulum berbasis kompetensi. Dengan menggunakan pedoman PRISMA-ScR dan metodologi JBI, tujuh studi dari berbagai negara dianalisis untuk mengidentifikasi tema utama, tantangan, dan inovasi. Temuan menunjukkan bahwa meskipun banyak model pendidikan berhasil meningkatkan kompetensi klinis, interpersonal, dan pengambilan keputusan, akan tetapi masih terdapat kesenjangan penting terutama dalam kesiapan pendidik, ketersediaan infrastruktur, serta integrasi keterampilan non-teknis seperti kecerdasan emosional dan komunikasi. Selain itu, penyelarasan kurikulum dengan standar global dan kebutuhan sistem kesehatan lokal belum konsisten. Tinjauan ini menekankan pentingnya kerangka pendidikan yang relevan secara kontekstual, adaptif, dan holistik. Penguatan pendidikan kebidanan melalui pengembangan dosen, investasi infrastruktur, dan reformasi kurikulum dapat berkontribusi signifikan terhadap peningkatan kesehatan ibu dan bayi secara global. Kata Kunci: kebidanan; kompetensi; model pendidikan
Dampak pendidikan berbasis kompetensi terhadap peningkatan kognitif dan keterampilan klinis pada mahasiswa kebidanan Annisa Karima Harda; Josi Noviani; Cindy Maharani Putri; Ari Indra Susanti
Curricula: Journal of Curriculum Development Vol. 5 No. 3 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i3.742

Abstract

Midwifery education is increasingly shifting toward the implementation of Competency-Based Education (CBE), a transformative approach aimed at producing graduates with robust clinical and cognitive competencies by emphasizing measurable outcomes across cognitive, psychomotor, and affective domains. Understanding how the CBE model is implemented and the outcomes it yields is crucial for informing curriculum design, faculty development, and institutional readiness. This article aims to evaluate the impact of CBE on enhancing the clinical skills and cognitive development of midwifery students. A literature search was conducted across PubMed, Google Scholar, Scopus, and ScienceDirect databases using Boolean operators for keywords related to CBE and midwifery education. Studies were selected using the PRISMA method based on specific inclusion criteria, resulting in the identification of 13 relevant studies published between 2021 and 2026. The analysis indicates that CBE significantly improves students' clinical procedural skills, critical thinking abilities, and decision-making capabilities. Simulation-based approaches, problem-based learning, and structured assessments proved effective in supporting competency attainment. However, implementation barriers—such as resource limitations, a lack of faculty training, and institutional resistance—remain prevalent, particularly in resource-limited settings. CBE contributes positively to the development of clinical and cognitive competencies among midwifery students. 
University-business collaboration perspective in logistics management curriculum design Novi Indah Susanthi; Mohammad Ali; Asep Herry Hernawan; Ari Indra Susanti
Inovasi Kurikulum Vol. 23 No. 1 (2026): Inovasi Kurikulum, February 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v23i1.217

Abstract

The study explores the integration of industry-relevant competencies into logistics management education, emphasizing the alignment between professional demands and curriculum structure. The purpose of this study is to design a logistics management curriculum grounded in graduate competencies to prepare graduates to work and adapt in the future logistics industry. The study employed a quantitative approach within the Design and Development Research (DDR) phase three. The 3rd phase involved designing the curriculum after analyzing needs (the 1st phase) and selecting the competencies required of logistics management graduates (the 2nd phase). The curriculum was designed using 5 components: competencies, learning objectives, content, learning strategies, and evaluation. The curriculum template was adapted from the “Pedoman Pendidikan Tinggi” in Indonesia and aligned with the institution’s guidance. The results show that two competencies, business logistics and interpersonal skills, both have higher values than logistics management competencies due to the abilities needed to adapt to the world of the future logistics industry, which is always challenging. The study is expected to inform logistics education by emphasizing business logistics and interpersonal skills, while strengthening regulation-based logistics management competencies.   Abstrak Studi ini mengeksplorasi integrasi kompetensi yang relevan dengan industri ke dalam pendidikan manajemen logistik, menekankan keselarasan antara tuntutan profesional dan struktur kurikulum. Tujuan penelitian ini adalah untuk merancang kurikulum manajemen logistik berdasarkan kompetensi lulusan yang dibutuhkan agar mampu bekerja dan beradaptasi di masa depan, terutama dalam industri logistik. Studi ini menggunakan metode kuantitatif dengan fase ketiga Penelitian Desain dan Pengembangan (DDR) sebagai pendekatan. Fase ketiga adalah merancang kurikulum setelah menganalisis kebutuhan (fase pertama) dan memilih kompetensi yang dibutuhkan untuk lulusan manajemen logistik (fase kedua). Kurikulum dirancang menggunakan 5 komponen sebagai berikut: kompetensi, tujuan pembelajaran, isi materi, strategi pembelajaran, dan evaluasi. Template kurikulum menggunakan "Pedoman Pendidikan Tinggi" di Indonesia dan disesuaikan dengan pedoman institusi. Hasil penelitian menunjukkan bahwa dua kompetensi, yaitu logistik bisnis dan keterampilan interpersonal, keduanya memiliki nilai lebih tinggi dibandingkan kompetensi manajemen logistik karena kemampuan yang dibutuhkan untuk beradaptasi dengan dunia industri logistik masa depan yang selalu menantang. Diharapkan hasil penelitian ini dapat menghasilkan kurikulum bagi logisticians dengan lebih fokus pada kompetensi logistik bisnis dan keterampilan interpersonal (secara praktis dan teoretis) sambil meningkatkan kompetensi manajemen logistik (melalui regulasi). Kata Kunci: desain kurikulum; kolaborasi universitas dan bisnis; kompetensi; manajemen logistik; pendidikan tinggi 
Perbandingan kurikulum pendidikan bidan di Indonesia, New Zealand, dan Australia Ari Indra Susanti
Inovasi Kurikulum Vol. 18 No. 2 (2021): Inovasi Kurikulum, August 2021
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v18i2.36410

Abstract

Midwives are one of the health workers as a profession that continues to develop so that they must follow the developments and changes of globalization. The era of globalization demands the availability of professional human resources in providing services to the community. Therefore, it is necessary to develop a midwife education curriculum based on the needs of the times by comparing the midwife education curriculum in Indonesia, New Zealand, and Australia. The method used in writing this article uses a literature review in the form of a library synthesis compilation process. The stage was carried out by browsing the literature, finding the main idea of each article, and writing in a paraphrase style. This has done by collecting various references in the form of scientific articles and text books based on studies on the midwifery education curriculum in Indonesia, New Zealand, and Australia. Thus, the results of the comparative study of midwifery education curriculum aim to develop a midwife education curriculum that can produce professional midwife graduates in providing women-centred care.   Abstrak Bidan adalah salah satu tenaga kesehatan sebagai profesi yang terus berkembang sehingga harus mengikuti perkembangan dan perubahan globalisasi. Era globalisasi menuntut tersedianya sumber daya manusia profesional dalam memberikan pelayanan kepada masyarakat. Oleh karena itu, diperlukan pengembangan kurikulum pendidikan bidan berdasarkan kebutuhan perkembangan zaman dengan membandingkan kurikulum pendidikan bidan di Indonesia, New Zaeland, dan Australia. Metode yang digunakan pada penulisan artikel ini dengan menggunakan penelaahan literatue (literature riview) berupa proses penyusunana sintesis kepustakaan. Tahap yang dilakukan dengan menelusuri kepustakaan, menemukan ide utama setiap artikel, dan menuliskan dengan gaya paraphrase. Hal tersebut, dilakukan dengan mengumpulkan berbagai referensi berupa artikel-artikel ilmiah dan text book berdasarkan kajian tentang kurikulum pendidikan bidan di Negara Indonesia, New Zaeland, dan Australia. Dengan demikan, hasil kajian perbandingan kurikulum pendidikan bidan bertujuan untuk mengembangkan kurikulum pendidikan bidan yang dapat menghasilkan lulusan bidan profesional dalam memberikan asuhan yang berpusat pada wanita. Kata Kunci: Bidan, Kurikulum, Pendidikan
Evaluation of problem-based learning models in the integrated midwifery curriculum Ari Indra Susanti; Rani Nurparidah; Ariyati Mandiri
Inovasi Kurikulum Vol. 21 No. 1 (2024): Inovasi Kurikulum, February 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i1.63498

Abstract

Evaluation of the Problem-Based Learning (PBL) model in the integrated curriculum aims to encourage midwifery students' learning abilities, evaluate the effectiveness of learning, and test students' abilities in midwifery knowledge. This article aims to evaluate the PBL model's evaluation in the integrated midwifery curriculum. The research method uses descriptive cross-sectional. Data was collected by administering content-validated questionnaires to 113 D4 Midwifery Study Program students, and then the univariate data was analyzed descriptively. The research results showed that the majority of students rated the implementation of the tutorial method and practice with lab activities, evaluation of theoretical learning with Multiple Choice Questions (MCQ) and Structure Oral Case Assessment (SOCA), and practice evaluation using the Direct Observation of Procedural Skills (DOPS) method. Apart from that, the majority of students agree that evaluation of field practice learning (clinic/community) can improve clinical abilities and advocacy skills across sectors (56.6%), and students are satisfied with lecturers as tutors during the learning process. This research concludes that the integrated curriculum uses tutorial learning strategies with MCQ and SOCA evaluations, thereby improving clinical and cross-sector advocacy skills based on student perceptions.   Abstrak Evaluasi model Problem Based Learning (PBL) pada kurikulum terintegrasi bertujuan mendorong kemampuan belajar mahasiswa kebidanan, mengevaluasi keefektifan pembelajaran dan menguji kemampuan mahasiswa dalam pengetahuan kebidanan. Artikel ini bertujuan untuk mengetahui evaluasi model PBL pada kurikulum kebidanan terintegrasi. Metode penelitian menggunakan deskriptif dengan cross sectional. Pengumpulan data dilakukan dengan memberikan kuesioner yang telah tervalidasi content kepada 113 mahasiswa Program Studi D4 Kebidanan, kemudian data univariat dianalisis secara deskriptif. Hasil penelitian didapatkan sebagian besar mahasiswa menilai baik terhadap pelaksanaan metode tutorial dan praktik dengan lab activity, evaluasi pembelajaran teori dengan Multiple Choice Question (MCQ) dan Structure Oral Case Assesment (SOCA), dan evaluasi praktik dengan metode Direct Observation of Prosedural Skills (DOPS). Selain itu, sebagian besar mahasiswa setuju terhadap evaluasi pembelajaran praktik lapangan (klinik/komunitas) dapat meningkatkan kemampuan klinis dan keterampilan advokasi pada lintas sektor, serta mahasiswa puas terhadap dosen sebagai tutor saat proses pembelajaran. Simpulan pada penelitian ini bahwa kurikulum terintegrasi menggunakan strategi pembelajaran tutorial dengan evaluasi MCQ dan SOCA sehingga meningkatkan keterampilan advokasi klinis dan lintas sektor berdasarkan persepsi mahasiswa. Kata Kunci: Evaluasi; kurikulum terintegrasi; problem-based learning
Evaluation of antenatal care competency with Objective Structure Examination Blended Learning (OSCE-BL) Ari Indra Susanti; Ariyati Mandiri
Inovasi Kurikulum Vol. 21 No. 2 (2024): Inovasi Kurikulum, May 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i2.66495

Abstract

Midwifery students must possess clinical competency before entering clinical practice in the practice area. Assessing clinical competency using Objective Structure Clinical Evaluation (OSCE) is necessary. However, OSCE examiners are limited, so blended learning is carried out. The research aims to determine the learning outcomes of midwifery students using OSCE Blended Learning (BL) in the pregnancy care module. This research used a descriptive cross-sectional method using OSCE scores from 2020 to 2022. That research sample was 92 people using a total sampling technique. Competencies tested in the OSCE are anamnesis, physical examination in the second and third trimester, laboratory examination, and counseling. Processing and analyzing univariate data descriptively. The anamnesis competency score was the greatest mean in 2021 (91.45), physical examination in the second trimester (88.79), and third trimester (88.03). Meanwhile, supporting examinations in 2020 (88.36) and counseling (88.31). In the OSCE evaluation in 2021, only a small number of students did not pass the anamnesis (2 people), physical examination second trimester (2 people), and third trimester (2 people), support (2 people), and counseling (1 person). Method OSCE BL can be used to evaluate pregnancy care competency before midwifery students do clinical practice in the practice area.   Abstrak Kompetensi klinis harus dimiliki oleh mahasiswi kebidanan sebelum memasuki praktik klinis di lahan praktik sehingga perlu dilakukan penilaian kompetensi klinis menggunakan Objective Structure Clinical Evaluation (OSCE). Akan tetapi, penguji OSCE terbatas, maka OSCE dilakukan dengan blended learning. Penelitian bertujuan mengetahui hasil belajar mahasiswi kebidanan dengan OSCE Blended Learning (OSCE BL) pada modul asuhan kehamilan (ANC). Penelitian dengan metode deskriptif dengan cross sectional menggunakan nilai OSCE dari tahun 2020 (36 orang), 2021 (25 orang), dan 2022 (31 orang) sehingga jumlah sampel penelitian sebanyak 92 orang dengan teknik total sampling. Kompetensi yang diujikan pada OSCE, yaitu anamnesa, pemeriksaan fisik trimester 2 dan 3, pemeriksaan laboratorium, dan konseling. Pengolahan dan analisis data univariat secara deskriptif (nilai mean, standar deviasi, nilai maksimal, dan minimal). Nilai kompetensi anamnesa paling besar tahun 2021 (mean=91.45), pemeriksaan fisik trimester 2 (mean=88.79) dan trimester 3 (mean=88.03). Sedangkan pemeriksaan penunjangtahun 2020 (mean=88.36) dan konseling (mean=88.31). Pada evaluasi OSCE hanya sebagian kecil mahasiswa yang tidak lulus kompetensi anamnesa (2 orang), pemeriksaan fisik trimester 2 (2 orang), dan trimester 3 (2 orang), penunjang (2 orang), dan konseling (1 orang) tahun 2021. Metode OSCE BL dapat digunakan untuk evaluasi kompetensi asuhan kehamilan sebelum mahasiswi kebidanan praktik klinis di lahan praktik. Kata Kunci: Blended learning; evaluasi: kompetensi; mahasiswa kebidanan; OSCE
Implementation of IPE in health education curriculum: Challenges and strategies Prischilia Modesta Sueng Son; Ari Indra Susanti; Hadi Susiarno
Inovasi Kurikulum Vol. 21 No. 3 (2024): Inovasi Kurikulum, August 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i3.72596

Abstract

Interprofessional Education (IPE) is when two or more professions learn together to realize effective collaboration and improve healthcare outcomes. This scoping review aimed to identify challenges, explore strategies used to overcome challenges and assess the impact of IPE implementation on the health education curriculum. The scoping review had a framework consisting of five steps: identifying questions, identifying relevant articles, selecting articles, mapping data, compiling, summarizing, and reporting results and discussion: findings were organized by relevant themes and sub-themes. From the multiple methods used, ten articles were generated. They showed the main challenges in IPE development and implementation: lack of consistency and standards, limited resources and institutional support, cultural differences, and traditional hierarchies. Strategies to overcome these challenges include faculty training and development, policy stakeholder support, systematic curriculum integration, development/innovation, and case-based and simulation approaches. The positive impact of IPE improved knowledge, skills, and attitudes among students and healthcare professionals, promoting better teamwork and collaboration. Developing and implementing IPE in health education curricula requires a multifaceted approach that addresses challenges through strategic solutions.    Abstrak Interprofessional Education (IPE) adalah situasi di mana dua atau lebih profesi belajar bersama untuk mewujudkan kolaborasi yang efektif dan meningkatkan hasil perawatan kesehatan.Tujuan scoping review ini mengidentifikasi tantangan dan mengeksplorasi strategi yang digunakan untuk mengatasi tantangan serta menilai dampak dari implementasi IPE dalam kurikulum pendidikan Kesehatan. Tinjauan cakupan dengan kerangka kerja yang terdiri dari lima langkah: mengidentifikasi pertanyaan, mengidentifikasi artikel yang relevan, memilih artikel, memetakan data, menyusun, merangkum, dan melaporkan hasil dan diskusi: temuan diorganisasikan berdasarkan tema dan sub-tema yang relevan. Dari metode beberapa metode yang digunakan, 10 artikel dihasilkan dan menunjukkan tantangan utama dalam pengembangan dan implementasi IPE, yaitu kurangnya konsistensi dan standar, keterbatasan sumber daya dan dukungan institusional, serta perbedaan budaya dan hierarki tradisional. Strategi yang digunakan untuk mengatasi tantangan tersebut meliputi pelatihan dan pengembangan tenaga pengajar, dukungan pemangku kebijakan, integrasi kurikulum yang sistematis, pengembangan/inovasi, serta pendekatan berbasis kasus dan simulasi. Dampak positif dari IPE meningkatkan pengetahuan, keterampilan, dan sikap di antara para siswa dan profesional kesehatan, mendorong kerja sama tim dan kolaborasi yang lebih baik. Kesimpulan: Pengembangan dan implementasi IPE dalam kurikulum pendidikan kesehatan memerlukan pendekatan multifaset yang menjawab tantangan melalui solusi strategis. Kata Kunci: interprofessional education (IPE), kurikulum kesehatan; pendidikan kesehatan
Effectiveness of technology in midwifery education for enhancing knowledge and clinical skills Yohana Filiberta Lumu Ladjar; Ari Indra Susanti
Inovasi Kurikulum Vol. 21 No. 4 (2024): Inovasi Kurikulum, November 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i4.74762

Abstract

Multimedia has positively impacted knowledge transfer, emphasizing the importance of collaborative learning and interactive tools in improving educational outcomes. E-learning contributes significantly to knowledge transfer and skill enhancement among nurses and midwives. This study aims to determine the effectiveness of technology in midwifery education. This literature review uses a descriptive analysis approach. Article searches used keywords across three databases that met the inclusion criteria. As a result, 17 articles were selected as references for this study. The article specifically discusses the use of technology in education from three themes: knowledge enhancement, skill improvement, and clinical readiness of midwifery students. From the collected articles, six concluded that technology influences knowledge enhancement, ten agreed that technology can improve students' skills, and four believed that technology can increase students' clinical readiness. The study concludes that technology plays a vital role in equipping midwifery students with enhanced knowledge and skills and fostering their clinical practice readiness in maternal and child health care.   Abstrak Pemanfaatan multimedia menunjukkan dampak yang positif dalam transfer pengetahuan yang menekankan pentingnya pembelajaran kolaboratif dan alat interaktif dalam meningkatkan hasil pendidikan. E-learning memberikan kontribusi yang significan terhadap transfer pengetahuan dan peningkatan keterampilan diantara perawat dan bidan. Tujuan penelitian ini untuk mengetahui efektivitas penggunaan teknologi Pendidikan kebidanan. Literature review ini menggunakan pendekatan analisis deskriptif. Pencarian artikel dengan kata kunci pada 3 database yang memenuhi kriteria inklusi. Hasil penelitian didapatkan 17 artikel sebagai sumber rujukan dalam penelitian ini. Artikel ini membahas khusus tentang penggunaan teknologi dalam Pendidikan yang dilihat dari 3 tema yaitu peningkatan pengetahuan, peningkatan keterampilan dan kesiapan klinis mahasiswa kebidanan. Dari artikel yang dikumpulkan terdapat 6 artikel yang berkesimpulan bahwa teknologi mempengaruhi peningkatan pengetahuan, 10 artikel menyetujui bahwa teknologi dapat meningkatkan keterampilan peserta didik dan terdapat empat artikel yang meyakini bahwa teknologi dapat meningkatkan kesiapan klinis peserta didik. Simpulan penelitian ini teknologi berperan penting dalam mempersiapkan mahasiswa kebidanan untuk meningkatkan pengetahuan dan keterampilan, serta kesiapan praktik klinis dalam pelayanan Kesehatan Ibu dan Anak. Kata Kunci: kemampuan; pengetahuan; pendidikan kebidanan; teknologi
Are midwifery students ready for interprofessional education with project-based learning? Ari Indra Susanti; Ariyati Mandiri; Lani Gumilang
Inovasi Kurikulum Vol. 22 No. 2 (2025): Inovasi Kurikulum, May 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v22i2.81712

Abstract

Patient-centered health services require preparation for Interprofessional Collaboration (IPC). Therefore, it is essential to equip health worker students with Interprofessional Education (IPE) training. This study aims to determine the readiness of midwifery students to implement Interprofessional Education (IPE) using a Project-Based Learning (PjBL) approach. A descriptive research method with a cross-sectional design was conducted at the Midwifery Study Program, Faculty of Medicine, Universitas Padjadjaran. Data collection was performed using questionnaires administered to 30 students (7th semester) before the start of PjBL, who collaborated with nursing students in the Undergraduate Nursing Study Program at Universitas Padjadjaran. Descriptive data analysis with frequency and percentage statistical tests. The study's results showed that midwifery students were highly receptive to IPE learning, which involves working together to solve patient problems, benefiting from learning related to professional limitations, communication skills, teamwork skills, and collaboration in small group settings. Additionally, most midwifery students can participate in IPE by achieving a score of 79.50-100. This study concludes that student readiness can support the achievement of PjBL-based IPE learning objectives.   Abstrak Pelayanan kesehatan yang berpusat pada pasien perlu dipersiapkan Interprofessional Collaboration (IPC), maka perlu membekali mahasiswa tenaga kesehatan dengan pembelajaran Interprofessional Education (IPE). Penelitian ini bertujuan mengetahui kesiapan mahasiswa kebidanan melaksanakan IPE berbasis Project-Based Learning (PjBL). Metode penelitian deskriptif dengan cross sectional yang dilakukan di Program Studi Kebidanan Fakultas Kedokteran Universitas Padjdajaran. Pengumpulan data menggunakan kuesioner yang diberikan kepada 30 mahasiswa (semester 7) sebelum dimulai PjBL yang berkolaborasi dengan mahasiswa keperawatan di Program Studi Sarjana Keperawatan Universitas Padjadjaran. Analisis data deskriptif dengan uji statistik frekuensi dan persentase. Hasil penelitian didapatkan mahasiswa kebidanan sangat siap dalam pembelajaran IPE yang bertujuan untuk bekerja sama untuk memecahkan masalah pasien, manfaat pembelajaran terkait keterbatasan profesional, keterampilan komunikasi, keterampilan kerja tim, dan kolaborasi dalam pembelajaran kelompok kecil. Selain itu, sebagian besar mahasiswa kebidanan dapat melakukan IPE dengan mendapatkan nilai 79.50-100. Simpulan penelitian ini, kesiapan mahasiswa dapat mendukung tercapainya tujuan pembelajaran IPE berbasis PjBL. Kata Kunci: interprofessional education; kesiapan mahasiswa; pembelajaran berbasis proyek
Competency-based education in midwifery: A comprehensive review of implementation strategies and outcomes in developing regions Prima Kusrini; Ari Indra Susanti
Inovasi Kurikulum Vol. 22 No. 2 (2025): Inovasi Kurikulum, May 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v22i2.83661

Abstract

Competency-based education (CBE) is increasingly adopted as a reformative approach in midwifery education, particularly within developing regions such as Africa and South-East Asia. It aims to improve the preparedness of midwives to address complex maternal and newborn health challenges. This literature review employed a comprehensive analysis of 14 peer-reviewed studies, utilizing qualitative and mixed-method research designs. The studies included systematic reviews, gap analyses, and interview-based investigations across diverse educational settings. The review identified that CBE significantly enhances clinical competencies, theoretical knowledge, and professional self-confidence among midwifery students. Practical implementation strategies included the integration of simulation-based learning, continuous assessment, and mentorship models. However, significant barriers included inadequate institutional resources, faculty training, and resistance to pedagogical change. CBE offers a structured and outcomes-driven educational model that aligns theoretical instruction with practical skills acquisition. Its adoption addresses persistent gaps in midwifery training and contributes to workforce readiness in resource-limited settings. The findings suggest that CBE can serve as a transformative framework for midwifery education in developing regions. Policy support, investment in educator training, and curriculum reform are essential to realize its potential and improve reproductive health outcomes fully.   Abstrak Model pendidikan berbasis kompetensi (CBE) kini semakin diadopsi dalam program pendidikan kebidanan di negara-negara berkembang sebagai upaya untuk meningkatkan kesiapan mahasiswa dalam praktik klinis serta menjawab kekurangan tenaga profesional di bidang kesehatan ibu dan bayi. Kajian literatur ini melibatkan analisis terhadap 14 artikel ilmiah yang telah melalui proses peer-review. Pendekatan yang digunakan meliputi metode kualitatif dan campuran, mencakup tinjauan sistematis, analisis kesenjangan, serta studi wawancara yang dilakukan di berbagai institusi pendidikan di kawasan Afrika dan Asia Tenggara. Studi-studi yang dikaji menunjukkan bahwa penerapan CBE secara signifikan memperkuat keterampilan praktik, pemahaman konseptual, dan rasa percaya diri mahasiswa kebidanan. Pendekatan yang paling efektif mencakup penggunaan simulasi dalam pembelajaran, pendampingan akademik, dan penerapan alat evaluasi berbasis kompetensi. Kendati demikian, implementasi CBE masih menghadapi hambatan, seperti keterbatasan sumber daya institusional, kurangnya pelatihan bagi tenaga pengajar, dan resistensi terhadap perubahan kurikulum. CBE berperan penting dalam menjembatani teori dan praktik, serta menawarkan pendekatan sistematis untuk meningkatkan mutu pendidikan kebidanan. Fokusnya pada pencapaian hasil memungkinkan pembentukan tenaga profesional yang lebih siap menghadapi tantangan di lapangan. Penerapan CBE memiliki potensi besar dalam meningkatkan kualitas pendidikan kebidanan di wilayah dengan sumber daya terbatas. Untuk mencapai dampak yang berkelanjutan, diperlukan dukungan berupa pelatihan tenaga pengajar, pembaruan kebijakan pendidikan, serta penguatan infrastruktur institusi. Keberhasilan implementasi model ini berkontribusi pada peningkatan layanan kesehatan ibu dan bayi serta penguatan kapasitas tenaga kesehatan di negara-negara berkembang.. Kata Kunci: kebidanan; pendidikan berbasis kompetensi ; pendidikan tenaga kesehatan; strategi implementasi
Co-Authors Ade Zayu Cempaka Sari Agus Hadian Rahim Ajeng Maulani Hazairin Akhmad Yogi Pramatirta, Akhmad Yogi Alvie Rizky Gusrianty Alvie Rizky Gusrianty, Alvie Rizky Amelia, Indah Aminarista Aminarista Anis Novitasari Annisa Karima Harda Annisa Nuraini Annisa Triska Almanda Dewi Annisa, Eka Noyan Nur Aprianti, Nurul Azmi Ardini Saptaningsih Raksanagara Ari Kamayanti Arief Zulianto Aritonang, Patricia Zenitha Ariyati Mandiri Arsy Prawita Arsy Prawita, Arsy Arsy, Auliya Nurul Aryuti Nirmala, Sefita Asep Herry Hernawan Ashifa, Ade Nurul Astuti Dyah Bestari atikah putri wulandari atikah putri wulandari, atikah putri Atriany Nilam Sari Atriany Nilam Sari Atriany Nilam Sari Atriany Nilam Sari Auliya Nurul Arsy Ayi Purbasari Budi Sujatmiko Calista, Raya Faiha Cindy Maharani Putri Dahur, Felisia Juita Dani Ferdian Dani Ferdian Darmawan, Flora Honey Desti Ratna Wulan Desti Ratna Wulan, Desti Ratna Didah Didah Didah Didah Didah Didah Didah Didah Didah Didah Didah, Didah Dilla, Vera Fauziah Dini Saraswati Handayani Diniati Sukmana Edhyana Sahiratmadja Eka Marliana Putri Eka Noyan Nur Annisa Eka Noyan Nur Annisa Ela Nurfitriyani Elba, Fardila Elly Yana Elly Yana, Elly Elsa Pudji Setiawati Elsa Pudji Setiawati Ernawati Ernawati Fadila, Nadia Nur Fardila Elba Fardila Elba Fardila Elba Fardila Elba Faza Ayu Nurfauziyya Fa’ni, Renidya Asyura Muttabi’ Deya Fedri R Rinawan Fedri Ruluwedrata Rinawan Ferdian, Dani Fernandez, Veronica Firman Fuad Wirakusumah Gathari, Yuan Veriontina Ginna Megawati Gita Indri Puspitawanti Gitta Agustina Habibah, Minda Harahap, Hasrina Hidayati Hardianti, Minarni Harefa, Nuryudica Harridhil Silmi Hartinah Hartinah Hartinah Hartinah Hazairin, Ajeng Maulani Hazizah, Wahdah Hendraswari, Chatrine Aprilia Herry Garna Hironima N Fitri Ilma Dina Arrahmah Indah Amelia Indra, Rosalinda Agnestya Insi Farisa Desy Arya Jayanti, Evi Dwi Jelsita Nova Johanes C. Mose Josi Noviani Karita Aulia Tama Khotimah , Khusnul khusnul khotimah Kristianti, Yasinta Dewi Kusteja, Nadya Fauzia Lani Gumilang Latifah, Ulfa Lausi, Risye Nuroctaviani Lina Rahmiati Lindya Okti Herbawani M. Yogi Riyantama Isjoni Mahandry, Silmy Putri Maisha Shafa Anggraina Mardianah, Lia Martini, Neneng Meiandayati, Rini Merry Widjayanti Merry Wijaya Mia Wahdini Millatina Ghassani Mohammad Ali Mona Melisa Muaebah, Shiva muhammad rizky, muhammad Mutmainah Wisesa Nabila Zuhdy Napitupulu, Theresa Febrianti Nasution, Nadhiati Awlia Nelly Dameria Sinaga Neneng Martini Neneng Martini Neneng Martini Neneng Martini Neneng Martini Nilam Sari, Atriany Nina Zayanti Nina Zayanti, Nina Noormarina Indraswari Novi Indah Susanthi Novia Martin Novianti, Shofi Nabila Nur Annisa, Eka Noyan Nur Annisa Nur Rahmah Nuraini, Hanifah Nurani, Adinda Meisya Hasna Nurihsan, Achmad Juntika Nurisna Ummu Hafitasari Nurparidah, Rani Nuryudica Harefa Parasdia, Roos Arum Patricia Zenitha Aritonang Pitaloka, Anita Pramatirta, Achmad Yogi ` Prima Kusrini Prischilia Modesta Sueng Son Purnama, Wanda G. Puspa Sari Puspa Sari Puspa Sari Puspa Sari Puspa Sari, Puspa Putri Meylin Redia Qorinah Estiningtyas Sakilah Adnani Rabbani, Salma Damayanti Rachmawati, Anita Raden Tina Dewi Judistiani Rahmiati, Lina Rani Fitriyani Supriatna Rani Nurparidah Raya Faiha Calista Reizza Dwitara Pramodya Reizza Dwitara Pramodya, Reizza Dwitara Reza, Ovella April Rica Elista Rica Elista, Rica Rifqi Muhammad Fikri Rima Kusumah Dewi Rima Nopiantini Rima Nopiantini, Rima Rinawan, Fedri R. Rini Meiandayati Rista Yunanda Risye Nuroctaviani Lausi Rizkia Dwi Rahmandiani Roos Arum Parasdia Rosalinda Agnestya Indra Rosmawati, Dean Safitri, Dessy Nur Santoso, Ragil Adi Sefita Aryati Nirmala Sefita Aryati Nirmala Sefita Aryati Nirmala, Sefita Aryati Sefita Aryuti Nirmala Septi Aruani Septiana, Krisna Siska Shafiah Shafiah Sharon Gondodiputro Sharon Gondodiputro Silmi, Harridhil Silva Agustini Hanifah Siska Bradinda Putri Sudirman Siti Nur Fatimah Sri Astuti Sri Astuti Sri Astuti Sri Astuti Sri Hastuti, Tuti Sri Yunita Sri Yunita Sri Yusnita Irda Sari Sukmana, Diniati Suryani, Neni Susiarno , Hadi Susiarno, Hadi Tarawan , Vita Murniati Theresa Febrianti Napitupulu Triyani, Dinna Ulfa Hidayah Ulfa Latifah Unti Ludigdo Vera Fauziah Dilla Veronica Fernandez Wardani, Yusrima Syamsina Widarti Widarti Widjayanti, Merry Winerti, Hervina Yasinta Dewi Kristianti Yogi Pramatirta, Akhmad Yohana Filiberta Lumu Ladjar Yosintha Dilina Wanda Yuliasti Eka Purnamaningrum Zulaiha Baila Zulianto, Arief