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p-Index From 2021 - 2026
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All Journal Ilomata International Journal of Social Science Pharmaceutical Science Journal
Marcel Haggai
Politeknik Kesehatan Genesis Medicare
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Other

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GAMBARAN KUALITAS PELAYANAN KEFARMASIAN DI APOTEK GELORA MEDIKA Kurnia Kusumawati; Marcel Haggai; Sumartini Sumartini
PHRASE (Pharmaceutical Science) Journal Vol 3, No 1 (2023): Pharmaceutical Science Journal Vol 3 No 1, 2023
Publisher : Sekolah Tinggi Ilmu Kesehatan Widya Dharma Husada Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52031/phrase.v3i1.503

Abstract

Pelayanan kefarmasian dimaksudkan untuk meningkatkan mutu hidup dari pasien. Salah satu cara mengetahui kualitas pelayanan kefarmasian di apotek adalah dengan melakukan survey kepuasan terhadap pelanggan. Kualitas pelayanan berdasar pada lima dimensi kualitas pelayanan yaitu tangibles, reliability, responsiveness, empathy dan assurance. Penelitian ini bertujuan untuk mengetahui gambaran kualitas pelayanan kefarmasian di Apotek Gelora Medika. Penelitian ini adalah penelitian deskriptif kuantitatif dengan rancangan cross sectional. Pengambilan sampel dilakukan secara purposive Sampling dengan jumlah sampel sebanyak 101 responden, pria atau wanita, berusia 18 sampai 60 tahun dan membeli obat di apotek gelora medika pada bulan April dan mei 2022. Instrumen yang digunakan adalah kuesioner yang telah dilakukan uji validitas dan reabilitas lalu dianalisa menggunakan statistik. Hasil penelitian menunjukkan konsumen yang merasa puas sebanyak 79%; merasa sangat puas 13%; dan merasa cukup puas 8%. Sehingga dapat disimpulkan bahwa kualitas pelayanan kefarmasian di Apotek Gelora Medika berjalan baik. 
A Study of Curriculum Development Models in Vocational Health Higher Education to Support an Impactful Campus for Polytechnic Students Purnomo Ananto; Benget Simamora; Marcel Haggai
Ilomata International Journal of Social Science Vol. 7 No. 2 (2026): April 2026
Publisher : Yayasan Ilomata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/ijss.v7i2.2121

Abstract

Curriculum development in vocational higher education continues to face structural challenges, particularly in aligning institutional design with dynamic labor market demands in the health sector. While existing studies emphasize competency-based and industry-oriented curricula, there remains a critical gap in empirically grounded, student-informed frameworks that integrate learning conditions, work–study balance, and adaptability to curricular change. This study addresses this gap by proposing a needs-informed curriculum development model derived from student experience, with an emphasis on adaptive learning environments and meaningful campus engagement. A quantitative descriptive approach was employed through a survey of 54 health polytechnic students. The study examined learning engagement, work–study conditions, and perceptions of curriculum implementation. The findings reveal that 72% of respondents were engaged in simultaneous work and study activities, while 68% reported achieving adequate mastery of theoretical knowledge and practical skills. However, 41% experienced moderate difficulties in adapting to curriculum changes, particularly in time management and instructional adjustment. These findings indicate that although dual-role students demonstrate resilience, structural support remains necessary to optimize learning outcomes. Based on these results, the study proposes a curriculum development model comprising three core components: (1) flexible curriculum structures accommodating working students, (2) adaptive learning strategies facilitating curriculum transition, and (3) experiential learning integration to enhance field relevance. The study implies that effective curriculum design in health polytechnics must extend beyond competency alignment to incorporate student adaptability and contextual learning dynamics. This research contributes a student-centered, empirically validated framework that strengthens institutional responsiveness and supports sustainable curriculum innovation.
Co-Authors Benget Simamora Kurnia Kusumawati Purnomo Ananto Sumartini Sumartini