Practicum in solid dosage form formulation is an essential component of pharmacy education that integrates theoretical understanding with students’ practical skills. Evaluating students’ satisfaction with the implementation of practicum activities is necessary as a basis for improving the quality of learning. This study aimed to analyze students’ satisfaction with the practicum of solid dosage form formulation based on the aspects of implementation, learning materials, facilities and infrastructure, the roles of lecturers, and the roles of teaching assistants, as well as to compare the perceptions of male and female students. A descriptive survey method was employed using a questionnaire consisting of 25 statements with a four-point Likert scale. The respondents were 96 students, consisting of 20 male students and 76 female students. The results showed that, in general, students gave positive evaluations of the practicum, particularly regarding learning materials, relevance to coursework, and the roles of lecturers and teaching assistants. However, the availability of equipment and the adequacy of practicum time remained major constraints. As many as 75% of male students and 64.5% of female students reported that practicum equipment was insufficient, while 30% of male students and 40.8% of female students considered the practicum time to be inadequate. Differences in perceptions between male and female students indicate that students’ satisfaction is influenced by functional, procedural, and learning environment factors. Overall, the practicum was implemented well, but improvements in facilities and time management are required to optimize the quality of practicum-based learning in pharmacy education.

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