Akreditasi

Internasional
Pendidikan Tinggi
Kesehatan versi
AUN-QA

Dr Novy H.C Daulima, SKp, MSc

Disampaikan pada Workshop Persiapan Poltekkes

Kemenkes Menghadapi Akreditasi Prodi 9 Kriteria

Jakarta, 21-23 Oktober 2019

– 10th Assessor Training Workshop for Asean
University Network-Quality Assurance (AUN_QA)
Programme Assessment-Tier 2, Thailand, 2019
– Pelatihan Self Assessment Report (SAR) Asean
University Network-Quality Assurance (AUN-QA)-
Tier 1, Thailand, 2018
– Asesor dan Validator LAMPTKes, 2014-sekarang
– Asesor BAN-PT, 2008-2015
– Ketua Unit Penjaminan Mutu Akademik Fakultas
Ilmu Keperawatan Universitas Indonesia, 2018-
sekarang
 AUN-QA Framework
3

Source: AUN-QA Factboo 2018

AUN-QA Framework
 PDCA Principle
4
• Meningkatkan • Menetapkan
QA QA
plan/system plan/system

• Monitor and • Implementasi

evaluasi QA QA
plan/system plan/system

(Sumber: AUN-QA, 2018)

AUN-QA Framework
Alignment of AUN-QA di Level Institutional
dengan QA Frameworks Lainnya

Baldrige
ESG

AQAF
A Transnational QA Framework

AUN-QA
(Sumber: AUN-QA, 2018)
AUN-QA Framework
 AUN-QA pada Level Program Studi
6

Version 0 Version 1 Version 2 Version 3

2007 – 2010 2011 – 2016 2016/17
18 Criteria 15 Criteria onwards
11 Criteria

(Sumber: AUN-QA, 2018)

AUN-QA Framework
AUN-QA pada Level Program Studi
1st Version
1. Goals and Objectives;
Expected
7 Learning Outcomes
2. Programme Specification
3. Programme Content
4. Programme Organisation
5. Didactic Concept and
Teaching/Learning Strategy
6. Student Assessment
7. Staff Quality
8. Quality of Support Staff
9. Student Quality
10. Student Advice and Support
11. Facilities and Infrastructure
12. Quality Assurance of
Teaching/Learning Process
13. Student Evaluation
14. Curriculum Design
15. Staff Development Activities
16. Feedback Stakeholders
17. Output
18. Stakeholders
Satisfaction
AUN-QA Framework
2nd Version
1. Expected Learning
Outcomes
2. Programme Specification
3. Programme Structure and
Content
4. Teaching and Learning
Strategy
5. Student Assessment
6. Academic Staff Quality
7. Support Staff Quality
8. Student Quality
9. Student Advice and Support
10. Facilities and Infrastructure
11. Quality Assurance of
Teaching and Learning Process
12. Staff Development Activities 6. Academic Staff Quality
13. Stakeholders Feedback
14. Output
15. Stakeholders Satisfaction
3rd Version
1. Expected Learning
Outcomes
2. Programme Specification
3. Programme Structure and
Content
4. Teaching and Learning
Approach
5. Student Assessment
6. Academic Staff Quality
7. Support Staff Quality
8. Student Quality and
Support
9. Facilities and Infrastructure
10. Quality Enhancement
7. Support Staff Quality
10. Quality Enhancement
11. Output
(Sumber: AUN-QA, 2018)
AUN-QA pada Level Program Studi (3rd Version)
8
Criterion Sub-criterion Checklist
1. Expected Learning Outcomes 4 3
2. Programme Specification 2 3
3. Programme Structure and Content 6 3
4. Teaching and Learning Approach 6 3
5. Student Assessment 8 5
6. Academic Staff Quality 10 7
7. Support Staff Quality 5 5
8. Student Quality and Support 5 5
9. Facilities and Infrastructure 7 5
10. Quality Enhancement 6 6
11. Output 3 5
Total 62 50
(Sumber: AUN-QA, 2018)
 9 Panduan Asesmen AUN-QA pada
Level program Studi (3rd Version)

– Menggunakan principles-based
framework
– Mengurangi overlapping and ambigu
– Dari 15 menjadi 11 kriteria AUN-QA
– 3rd version efektif digunakan mulai
Januari 2017.

(Sumber: AUN-QA, 2018)

AUN-QA Framework
 Panduan Asesmen AUN-QA pada Level
10 Program Studi (3rd Version)

Source: “Principles-based accreditation: the way forward?” by Lindsay H Heywood

AUN-QA Framework
 11
Panduan Asesmen AUN-QA pada Level
Program Studi (3rd Version)
Karakteristik Principals-based Approach Rules-based Approach
View of Quality System Integrated & Systemic Standalone & Ad-hoc
Focus Improvement Compliance
Feedback Formative Summative
Improvement Objective Continuous & Contextualisation Static & Standardisation
Reference Framework & Non-Prescriptive Standards & Prescriptive

Assessors Skilled Peers Technical Experts

Assessment Climate Mutual Respect & Trust Fearful and Suspicious
Motivation for Intrinsic Extrinsic
Assessment
Methodology Assessment or Evaluation Audit
Adapted from source: “Principles-based accreditation: the way forward?” by Lindsay H Heywood

AUN-QA Framework
 12

Akreditasi, Asesmen, Audit dan Evaluasi

Asesmen AUN-QA (bertujuan untuk

meningkatkan efektivitas dari sistem QA)
• Non-prescriptive
• Lebih kepada merekomendasikan area
yang harus ditingkatkan daripada
memberikan solusi
• Lebih kepada kontekstual dari pada
standarisasi praktik QA
(Sumber: AUN-QA, 2018)
AUN-QA Framework
 13 Rasionalisasi untuk QA

• Lulusan yang berkualitas

• Ekspektasi labour market
• Internasionalisasi profesi dan globalisasi
• Proteksi konsumen
• Tekanan untuk memenuhi kebutuhan masyarakat
• Meningkatkan kepentingan mutu pada pendidikan tinggi
• Pertukaran mahasiswa dan kerjasama internasional
AUN-QA Framework
(Sumber: AUN-QA, 2018)
 Pendekatan PDCA pada
14
Self-assessment di Level Programme Studi

Act
Plan
• Tingkatkan QA
• Communicate
• Finalisasi SAR
intent
• Komunikasikan SAR
• Organisisasikan tim
• Get ready
• Susun rencana
• Pahami kriteria &
proses AUN-QA

Change Management

Check Do
• Verifikasi SAR • Self-assessment
• Mendapatkan umpan •Pengumpulan data &
balik bukti
• Close gaps
• Tulis SAR
• Review SAR

(Sumber: AUN-QA, 2018)

Plan
 15
Communicate Intent

• Libatkan stakeholders
• Objective and scope
• Rencana
• Peran dan keterlibatan stakeholders
• Tetapkan ekspektasi dan iklim
• Mulai melakukan change management

(Sumber: AUN-QA, 2018)

Plan
 Organisasikan Tim
16

– Struktur dan Peran

 System criteria
 Related criteria
 Random criteria
– Ukuran
 Main and sub-groups
– Libatkan experts dalam subyek yang dibutuhkan (kaitkan
dengan kriteria pada SAR), pertimbangkan kemampuan
dalam berbahasa Inggris
– Capability dan availability
– Dukungan dari sponsor, manajemen dan peers
(Sumber: AUN-QA, 2018)
Plan
 17
Struktur dan Peran
System Criteria

Pimpinan

Fasilitator

Requirements Quality
Input Output
(Kriteria 6 s.d 9) Enhancement (Kriteria 11)
(Kriteria 1 s.d 5) (Kriteria 10)

(Sumber: AUN-QA, 2018)

Plan
 18
Struktur dan Peran
Related Criteria

Pimpinan

Fasilitator

Teaching & Learning

Programme Resources
(Kriteria 1, 2, 3, and Student Output
(Kriteria 6, 7, 8, 9, (Kriteria 10, 11)
10) Assessment 10)
(Kriteria 4, 5, 10)

(Sumber: AUN-QA, 2018)

Plan
 19

Struktur dan Peran

Random Criteria

Pimpinan

Fasilitator

Kriteria 1, 2, 3 Kriteria 4, 5 Kriteria 6, 7, 8

Kriteria 9, 10 , 11

(Sumber: AUN-QA, 2018)

Plan
 Struktur dan Peran
20 Uraian Peran & Tanggungjawab (contoh)

Pimpinan Tanggungjawab

Dekan • Link antara fakultas, kantor QA dan administrasi universitas

Ketua Bidang Akademik • Link antara departemen, Dekan dan kantor QA

Fakultas • Link antara fakultas dan pusat data

Ketua Departemen • Provide leadership

• Link antara Dekan, Bidang Akademik dan tim

Ketua Tim • Mengarahkan tim

• Menyusun rencana
• Assign and review task
• Menentukan struktur dan peran tim
• Link antara anggota dan pusat data
• Menyusun dan mengedit SAR

(Sumber: AUN-QA, 2018)

Plan
 21 Struktur dan Peran
Uraian Peran Kunci & Tanggungjawab (contoh)
Peran Kunci Tanggungjawab

Fasilitator (Kantor QA) • Provide leadership

• Memandu asesor internal
• Memandu tim SAR
• Melatih asesor internal
• Melatih tim SAR
• Mendukung dan memotovasi tim SAR
• Mereview SAR
• Link antara fakultas dan universitas
Fasilitator (Fakultas) • Memandu tim SAR
• Mendukung dan memotivasi tim SAR
• Mereview SAR
Anggota (Departemen) • Mengumpulkan dan mengorganisir informasi
• Menulis SAR

(Sumber: AUN-QA, 2018)

Plan
 Develop Plan
Activity/Month 1 2 3 4 5 6 7 8 9 1 1 1 Deadline Assigned to Status
22 0 1 2
P Communicate Intent
L
A Organise Team
N
Develop Plan
Understand AUN QA criteria and
process
D Self-assessment
O
Collect data & evidences
Close gaps
Write SAR
Review SAR
C
H Verify SAR
E
C Gather Feedback
K

A Improve QA
C
T Finalise SAR
Communicate SAR
Get Ready
Change Management (Sumber: AUN-QA, 2018)
Plan
 23

Memahami Kriteria dan Proses AUN QA

• Gunakan manual AUN-QA
• Edukasi stakeholders
• Lakukan klarifikasi dengan pakar internal dan
external

(Sumber: AUN-QA, 2018)

Plan
 AUN-QA pada Level Program Studi
(3rd Version)
1 Stakeholders’ Needs

2 3 Programme 4 5
1 Programme 11
Structure & Teaching & Learning Student
Specification Content Assessment
Approach A
c
6 7 8 9 h
Expected Academic Staff Support Staff Student Quality & Facilities & i
Quality e
Quality Support Infrastructure v
Learning e
Outcomes m
10 e
Quality Enhancement n
t
s
11 Output

11 Quality Assurance and (Inter)national benchmarking

(Sumber: AUN-QA, 2018)

QA at Programme Level 24
1. Expected Learning Outcomes/Sasaran Pembelajaran
1.The formulation of the expected learning outcomes takes into account and reflects the vision and mission of the
institution. The vision and mission are explicit and known to staff and students.
2.The programme shows the expected learning outcomes of the graduate. Each course and lesson should clearly
be designed to achieve its expected learning outcomes which should be aligned to the programme expected
learning outcomes.
3.The programme is designed to cover both subject specific outcomes that relate to the knowledge and skills of the
subject discipline; and generic (sometimes called transferable skills) outcomes that relate to any and all disciplines
e.g. written, oral, problem-solving, information technology, teambuilding skills, etc.
4.The programme has clearly formulated the expected learning outcomes which reflect the relevant demands and
needs of the stakeholders.

1 Expected Learning Outcomes 1 2 3 4 5 6 7

1.1 The expected learning outcomes have been clearly
formulated and aligned with the vision and mission of the
university [1,2]
1.2 The expected learning outcomes cover both subject specific
and generic (i.e. transferable) learning outcomes [3]
1.3 The expected learning outcomes clearly reflect the
requirements of the stakeholders [4]
Overall opinion

Diagnostic Questions

What is the purpose of the study programme?

What are the expected learning outcomes?
How are the expected learning outcomes formulated?
Do the learning outcomes reflect the vision and mission of the university, faculty or department?
(Sumber: AUN-QA, 2018)
QA at Programme Level 25
1. Expected Learning Outcomes (ELO)/
Sasaran Pembelajaran
1. Rumusan ELO merefleksikan visi dan misi dari institusi. Visi dan misi tersebut harus
eksplisit dan diketahui oleh staf dan mahasiswa.
2. Program studi menampilkan ELO lulusan. Setiap mata kuliah dan topik harus didesain
secara jelas untuk mencapai ELO tersebut yang harus terkait/relevan dengan PLO.
3. Program studi didesain untuk mengcover subject specific outcomes baik yang
berhubungan dengan pengetahuan dan ketrampilan dari disiplin terkait; dan outcome
umum (kadangkala disebut sebagai transferable skills) yang berhubungan dengan
suatu dan semua disiplin, misal written and oral communication, problem-solving,
information technology, team building skills, etc.
4. Program Studi merumuskan ELO secara jelas dan merefleksikan kebutuhan yang
relevan dari stakeholders

1 Expected Learning Outcomes 1 2 3 4 5 6 7

1.1 ELO dirumuskan secara jelas dan relevan/berkaitan
dengan visi dan misi universitas [1,2]

1.2 ELO mengcover baik spesifik maupuk generik (yaitu

transferable) learning outcomes [3]

1.3 ELO merefleksikan kebutuhan stakeholders secara

jelas [4]
Overall opinion (Sumber: AUN-QA, 2018)
QA at Programme Level 26
Outcome-based Education (OBE)
“Suatu cara untuk mendesain, mengembangkan,
menyampaikan dan mendokumentasikan instruksi
sesuai dengan tujuan dan outcome yang
diinginkan. Exit outcomes merupakan faktor
penting dalam mendesain kurikulum yang
dikembangkan dari outcome yang butuh
didemonstrasikan oleh mahasiswa”.
Sumber: Spady (1988)

QA at Programme Level
27
 Outcome-based Education (OBE)

Source: Harden (1986)

QA at Programme Level 28
 Outcome-based Education (OBE)
Konsep dan Prinsip Kunci

• Fokus kepada learning outcomes

• Backwards curriculum design
• Ciptakan learning opportunities
• Alignment yang konstruktif
(assessment – learning activities – learning outcomes)

(Sumber: AUN-QA, 2018)

QA at Programme Level 29
Learning Outcomes/Sasaran Pembelajaran

Learning Outcome Aim

Objective

(Sumber: AUN-QA, 2018)

QA at Programme Level 30
 Learning Outcome, Objective and Aim

Aim merupakan pernyataan umum yang luas dari

suatu pembelajaran yang diinginkan. Ditulis
berdasarkan sudut pandang pengajar/dosen yang
mengindikasikan konten secara umum dan arah
pemelajaran.

(Sumber: AUN-QA, 2018)

QA at Programme Level 31
Learning Outcome, Objective and Aim

Objective (atau goal) merupakan suatu pernyataan

spesifik dari pembelajaran yang diinginkan.
Mengindikasikan salah satu area spesifik yang
ingin dicover oleh seorang pengajar/dosen dalam
suatu blok pemelajaran.

(Sumber: AUN-QA, 2018)

32
Learning Outcomes : working definition
Learning Outcomes merupakan pernyataan
yang ditulis berdasarkan suatu kemampuan
yang diharapkan untuk didemonstrasikan oleh
seorang mahasiswa setelah menyelesaikan
suatu aktivitas pembelajaran tertentu.”

… setelah menyelesaikan suatu sesi, kuliah, modul

atau keseluruhan proses perkuliahan pada suatu
program studi.
(Sumber: AUN-QA, 2018)
33
Level dari Learning Outcomes
• Programme-level learning outcomes (PLO)
merupakan learning outcomes yang
berhubungan dengan keseluruhan program –
sehingga dinyatakan dalam rumusan yang lebih
umum

• Course-level or module-level (CLO/MLO)

merupakan learning outcomes yang spesifik
dalam suatu mata kuliah/topik atau modul
tertentu dan dinyatakan secara lebih detail.
(Sumber: AUN-QA, 2018)
34
 Expected Learning Outcomes :
merupakan inti (at the heart) dari 10
kriteria Quality Assurance lain pada
SAR AUN-QA.

(Sumber: AUN-QA, 2018)

QA at Programme Level 35
 36
CDIO (Conceive-Design-Implement-
Operate) Learning Outcomes
LO yang spesifik dan detail konsisten
dengan tujuan program studi serta
divalidasi oleh stakeholders

Stakeholders membantu untuk menetapkan

level pencapaian kemampuan atau standar
yang diharapkan untuk setiap learning
outcome.
(Sumber: AUN-QA, 2018)
QA at Programme Level
 Kebutuhan
Stakeholder

Program
Learning
Outcomes

Course
Learning Profil Lulusan
Outcomes

Lesson/Module
Learning
Outcomes
 38

Benchmarking
Benchmarking dapat didefinisikan sebagai suatu
“proses sistematis dan berkelanjutan dalam
membandingkan elemen-elemen performance
dalam suatu institusi terhadap best practices
didalam dan diluar organisasi dengan tujuan
meningkatkan performance institusi tersebut”.

(Sumber: AUN-QA, 2018)

QA at Programme Level
 Jenis of Benchmarking
39
Process benchmarking berfokus pada business processes (seperti
desain kurikulum, umpan balik stakeholder’s, student admission,
dll.)

Performance benchmarking berfokus pada posisi kompetitif

institusi dan produk serta pelayanannya.

Functional benchmarking berfokus pada performance atau

operasional dari suatu fungsi (seperti sumber daya manusia,
pelayanan akademik, pelayanan komputer, etc.)

Best-in-class benchmarking berfokus pada mempelajari cara

institusi memenangkan/memimpin dalam kompetisi atau best
practices yang dilakukan oleh institusi lain.

(Sumber: AUN-QA, 2018)

 40
SAR – Self-Assessment Report

• Detail kondisi program studi yang akan diases

• Suatu review terstruktur (template-based) dari program
studi
• Asesmen dilakukan baik secara deskriptif maupun
analitis

Main basis for external review ….

(Sumber: AUN-QA, 2018)
Do
 Content of the SAR
41
Part 1: Introduction
• Content page
• Executive summary
• Organisation of the self-assessment
• Brief description of the university, faculty and department
• How recommendations from the previous AUN-QA assessment were
addressed (for re-assessment only)
Part 2: AUN-QA Criteria Requirements
• Resume tentang bagaimana universitas, fakultas atau departemen
memenuhi persayaratan krtiteria AUN-QA criteria (use Appendix A -
Checklist as a reference)
Part 3: Strengths and Weaknesses Analysis
• Summary of strengths
• Summary of Weaknesses
• Completed checklist
• Improvement plan
Part 4: Appendices
• Glossary
• Supporting documents and evidences
(Sumber: AUN-QA, 2018)
Do
 Rating Scale
42 Rating Description
1 Absolutely Inadequate
The QA practice to fulfil the criterion is not implemented. There are no
plans, documents, evidences or results available. Immediate improvement
must be made.
2 Inadequate and Improvement is Necessary
The QA practice to fulfil the criterion is still at its planning stage or is
inadequate where improvement is necessary. There is little document or
evidence available. Performance of the QA practice shows little or poor
results.
3 Inadequate but Minor Improvement Will Make It Adequate
The QA practice to fulfil the criterion is defined and implemented but
minor improvement is needed to fully meet them. Documents are
available but no clear evidence to support that they have been fully used.
Performance of the QA practice shows inconsistent or some results.

(Sumber: AUN-QA, 2018)

Check
 Rating Scale
Rating Description
43
4 Adequate as Expected
The QA practice to fulfil the criterion is adequate and evidences support that it has
been fully implemented. Performance of the QA practice shows consistent results
as expected.
5 Better Than Adequate
The QA practice to fulfil the criterion is better than adequate. Evidences support
that it has been efficiently implemented. Performance of the QA practice shows
good results and positive improvement trend.
6 Example of Best Practices
The QA practice to fulfil the criterion is considered to be example of best practices
in the field. Evidences support that it has been effectively implemented.
Performance of QA practice shows very good results and positive improvement
trend.
7 Excellent (Example of World-class or Leading Practices)
The QA practice to fulfil the criterion is considered to be excellent or example of
world-class practices in the field. Evidences support that it has been innovatively
implemented. Performance of the QA practice shows excellent results and
outstanding improvement trends.
(Sumber: AUN-QA, 2018)
Check
Metode Asesmen AUN_QA
– Wawancara: stakeholder, alumni, dosen, tendik, mahasiswa
– Site Assessment:
Site Tour (General Safety)
– Ruang kelas dan ruang tutorial
– Laboratorium
– Wahana praktik
– Perpustakaan
– Laboratorium komputer
– Fasilitas layanan mahasiswa
– Fasilitas olah raga dan rekreasi
– Cek dokumen (Sumber: AUN-QA, 2018)
Q and A

– Poltekkes Kemenkes Surakarta

– Benchmarking apa saja? Apakah ada tamplate laporannya? Apa yang perlu dilaporkan dalam self
assessment bechmarking?
– Tidak ada tamplate dari AUN-QA, tidak ada standar-standar tertentu. Buat laporan sejelas dan
seefektif mungkin. Pimpinan dan penyusun SAR akan diwawancara.
– Poltekkes Kemenkes Malang
– Borang yang digunakan adalah boring generic, karena principle-based.
– Pusdik SDM Kes
– Pembiayaan assessment internasional ini? Bagaimana prosesnya?
– USD 30.000 untuk biaya daftar. Mendaftar secara online. Kuotanya terbatas, maksimal 4 prodi dari
PT. Ada panduan/manual pengisian borang, kemudian visitasi. Jadwal visitasi sudah diketahui dari
awal pendaftaran.
Q and A

– Prodi yang akan diasesment apakah harus yang program kelas internasional?
– Tidak perlu, hanya saja nanti dokumen yang disiapkan berbahasa inggris