DEVELOPMENT OF AN INTEGRATED RADIODIAGNOSTICS CURRICULUM ACCORDING TO KKNI LEVEL 5 FOR THE D-III STUDY PROGRAM IN PEMATANGSIANTAR

Abstract

The demand for competent and skilled radiodiagnostic professionals in Indonesia is increasingly urgent, driven by rapid advancements in medical imaging technology and escalating expectations for healthcare service quality. The Indonesian National Qualifications Framework (KKNI) Level 5 establishes the competency standards that vocational program graduates must achieve; however, existing curricula often lack full integration and adaptability to dynamic industry needs. Current data reveal a significant gap between graduates of Diploma-III (D-III) radiodiagnostic programs and the competencies required by the workforce, potentially hindering diagnostic quality and service efficiency. This research addresses a specific deficiency in the D-III Radiodiagnostic program curriculum in Pematangsiantar, which has not optimally integrated KKNI Level 5 principles with current professional practice needs, thereby limiting graduate employability. This curriculum gap not only impacts graduate quality but also their readiness to face the challenges of radiology digitalization. This study aims to develop and test the feasibility of an integrative radiodiagnostic curriculum model aligned with KKNI Level 5 standards to enhance the competency readiness of D-III Radiodiagnostic program graduates in Pematangsiantar. The development is grounded in constructivist theory and Tyler's curriculum development model, emphasizing the alignment of learning objectives, curriculum content, instructional strategies, and evaluation. The primary hypothesis posits that the developed integrative curriculum will significantly improve graduate competency readiness compared to the current curriculum. The research design employs a modified Research and Development (R&D) approach using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model to ensure a systematic and evidence-based curriculum development process. The study sample comprises 60 final-semester students from D-III Radiodiagnostic programs at two institutions in Pematangsiantar, and 20 radiodiagnostic practitioners from relevant hospitals and clinics, selected via purposive sampling. Research instruments include industry needs questionnaires, expert validation of the curriculum draft, and pre- and post-implementation competency tests and student perception questionnaires, all of which have undergone validity and reliability testing. The research procedure involved needs analysis, curriculum design, teaching material development, limited pilot testing, and impact evaluation through descriptive and inferential statistical analyses. Findings indicate that the developed integrative radiodiagnostic curriculum model significantly enhanced student competency readiness (t(59) = 7.85, p < 0.001, Cohen's d = 1.92), with average competency scores increasing from 65.2 ± 8.5 to 88.7 ± 6.2 post-implementation. Regression analysis revealed that the curriculum components most influential in competency improvement were the integration of modern imaging technologies and clinical case simulations (β = 0.65, p < 0.01). Furthermore, significant improvements were observed in student satisfaction regarding curriculum relevance to practical needs (χ²(2) = 18.9, p < 0.001). An unexpected but significant finding was the strong positive perception from practitioners towards graduates who underwent the new curriculum, indicating its greater adaptability to professional demands than previous curricula. The overarching pattern identified is a strong positive correlation between the depth of practical material integration and enhanced graduate self-confidence. The principal conclusion is that the development of an integrative radiodiagnostic curriculum aligned with KKNI Level 5 effectively enhances the competency readiness of D-III Radiodiagnostic program graduates in Pematangsiantar. Its theoretical contribution lies in validating an adaptive vocational curriculum development model, while its practical implication provides concrete guidance for other vocational education institutions to revise their curricula for greater industry relevance. The primary recommendation is the widespread dissemination of this curriculum and regular evaluations to ensure its future relevance.