Master in Chemistry Education

Master in Chemistry Education

General Information

 

Name of the Study Program

 

Master’s Program in Chemistry Education (MP-Chem-Ed)

Management Unit of the Study Program

 

Postgraduate School of Universitas Pendidikan Indonesia

Address

 

Jalan Dr. Setiabudhi No. 299 Bandung

Phone/Fax.     

 

+6222-75473207 / +6222-2000579

Homepage and Email Address

 

http://kimia.upi.edu

Date of Study Program Establishment

 

24 May 2012, based on the Decree

Number: 3406/UN40/DT/2012

Recent Accreditation Ranking          

 

B (score: 309), based on the Decree Number:

212/SK/BAN-PT/Akred/M/VII/2014 19 Juli 2014

Quality Management System

 

ISO 9001:2008, No. 01 100 106374, 01 Maret 2015 (Accredited by TUV Rheinland Cert GmbH)

Degree Title Awarded

 

M.Pd. (Magister Pendidikan Kimia) [equivalent to   Master in Chemistry Education]

Admission Requirements

 

A Bachelor’s Degree GPA of 2.75; a TOEFL score  of 450 or its equivalents, and Passing the English  and Academic Aptitude Tests

Length of Study        

 

2 Years (4 Semesters)

Total Credit Requirements     

 

42

Graduation Requirements      

 

A Minimum GPA of 2.75,  A TOEFL score of 450,  Scientific Publication in a Journal or Proceeding of International Seminar

Further Education

 

Doctoral Degree in Chemistry Education, Natural Science Education or its equivalents

Master Program (S2) on Chemistry Education (MP-Chem-Educ) was established on May 24, 2012 by the Decree of the Rector of the Indonesia University of Education Nr. 3406/UN40/DT/2012 and formally start the academic activities in the academic year of 2012/2013.

 

This academic program was one of the areas of academic concentration of Science Education Master Program that has existed since the beginning of the establishment of the Graduate School of UPI (formerly named Post Doctoral Program at Institute of Teachers’ Training and Education, IKIP Bandung). The born of the program is driven by the demand for the development of the institutional capacity (human resources and facilities/infrastructure) that existed at the Department of Chemistry Education FPMIPA UPI and the need for the development of chemistry education as a solid discipline. Chemistry Education Master (S2) Program is a program of study that is integrated with Chemistry Education Bachelor (S1) Program. The process of implementation and quality control of academic programs coordinated by the Graduate School of UPI, while the process of implementation of academic activities are coordinated by the Department of Chemistry Education and the Faculty of Mathematics and Natural Sciences Education (FPMIPA). MP-Chem-Educ have noticed the scientific framework of chemistry education and its’ development, as well as responding to Indonesia National Qualifications Framework (KKNI) and the characteristics of Indonesia University of Education (UPI).

 

The MP-Chem-Ed has consistently and continuously implemented various developments in the field of chemistry education as an attempt of supporting UPI’s program as an institution focusing on education. In its organization, the Master’s Degree in Chemistry Education Program has consistently referenced the policies and programs of UPI, both in terms of academic and non-academic aspects. In addition, the Master’s Degree in Chemistry Education Program has been actively responding to various developments and demands of society, at the local, regional, and global levels.

The MP-Chem-Ed aims to prepare students to be educators, thinkers, researchers, developers, and practitioners of chemistry education who possess: (1) broad insight and great concern with chemistry education with all its dimensions; (2) in-depth mastery of their expertise in the field of education; and (3) the ability to research, develop, plan, and manage chemistry education and disseminate science and technology in the field of chemistry education and its related aspects.

The expected learning outcomes for the Master’s Degree in Chemistry Education Program the Post-Graduate School of UPI cover a range of abilities, as follows:

Kemampuan

Learning Outcomes

Teaching and Learning Approach

Knowledge

1.     Students will be able to demonstrate mastery of current chemistry knowledge and its application that will enable them to engage in the advances of chemistry research.

 

 

2.     Students will able to demonstrate mastery of pedagogical and philosophical dimensions of chemistry, learners’ psychological development, the curriculum and other relevant knowledge that will enable them to contribute to the development of school-level chemistry education.

 

Discussion, Presentation, Seminar, Practical Work, and Problem Solving

 

 

 

 

Discussion, Presentation, Seminar, Practical Work, and Problem Solving

Specific Skills

 

3.      Students will be able to demonstrate mastery of methodological procedures and acquisition of chemistry knowledge that enable them to design and conduct safe chemistry experiments for pedagogical and research purposes.

 

Discussion, Presentation, Seminar, Practical Work, Problem Solving, Case Analysis and Project Based Learning

 

4.     Students will be able to extend knowledge relevant to chemistry education through analyses of current issues and to transform chemistry topics into school-level teaching materials.

 

Discussion, Presentation, Seminar, Practical Work, Problem Solving, Case Analysis and Project Based Learning

 

5.      Students will be able to solve chemistry education-related problems through analytical, descriptive and experimental approaches and to contribute to the development a research roadmap for chemistry education using inter- or multi-disciplinary approaches.

 

Discussion, Presentation, Seminar, Practical Work, Problem Solving, Case Analysis and Project Based Learning

 

Communication Ability

6.      Students will be able to disseminate research results and innovations in the field of chemistry education at the national and international levels.

Discussion, Presentation, Seminar, Problem Solving, Case Analysis, Project Based Learning and  Report/Article Writing

 

Managerial Ability

7.      Students will be able to carry out and manage research and development in chemistry education beneficial to community and advances in chemistry education and effectiveness enhancement in the learning of chemistry at school.

 

Discussion, Presentation, Seminar, Practical Work, Problem Solving, Case Analysis and Project Based Learning

 

Attitude

8.      Students will acquire the ability to cooperate, leadership, concern, and responsibility for the improvement of the quality of chemistry education based on the scientific values and attitudes.

 

Discussion, Presentation, Seminar, Group Work, Problem Solving, Case Analysis and Mini Project

Lifelong Learning Skills

9.      Students will acquire the skills of learning, managing information, and using ICT as the bases for self-development and lifelong learning.

Discussion, Presentation, Seminar, Group Work, Problem Solving, Case Analysis and Mini Project

 

The required course groups and total credits for the students of the Master’s Degree in Chemistry Education Program are listed in the following table.

No

Course Group

Total Credits

Percentage

1

Knowledge of Chemistry and about Chemistry

9

21

2

Pedagogical Chemistry Knowledge

7

17

3

Research in Chemistry Education

16

38

5

Electives and Specialization

10

24

Total

42

100

 

This program is a master by course work with research component as capstone project.

The assessment for each course is made in accordance with UPI’s Academic Guidelines. The assessment components are documented in the syllabus and course unit of each respective course and this assessment reflects students’ learning outcomes and the accomplishments of the content of the program as a form of implementation of the curriculum. The assessment components of learning outcomes are generally obtained through midterm examination and final examination. The components also include assignments in the forms of individual/group presentation, performance, portfolio, mini research reports, and papers.

 

In addition to assessment of course subjects, the teaching and learning process is assessed through qualification examination, which is to determine whether the students qualify to continue their studies or not. Students can take this examination if they have met the minimum requirements of 24 course credits and a minimum TOEFL score of 450. The materials included in the qualification examination consist of pedagogic content, chemistry content, and knowledge of research methods. Students are declared to pass the qualification examination if they obtain a minimum score of 2.75. Those who have not gained the minimum score are allowed to take a remedial examination in the following month after the first qualification examination. Those who do not pass the second qualification examination will be considered to have dropped out of the program.

 

Completion of master’s thesis is required for the master’s degree. The thesis writing process begins with the making of research proposal supervised by a supervising lecturer and followed by a seminar of the thesis proposal reviewed by three lecturers. Following this seminar, students can conduct the research and thesis writing with the help of one or two supervising lecturers. Upon the completion of the thesis, students will take a thesis defense, which is divided into First Thesis Defense and Second Thesis Defense.

            What follows are several possible research areas for students’ thesis:

  1. Structurization of Chemistry Curriculum Content: Development of Chemistry Teaching Materials and Curriculum Content Innovation in Chemistry
  2. Chemistry Teaching and Learning: Chemistry Lesson Analysis, Analysis of Pre-Conception, Conception and Conceptual Change
  3. Instructional Design Development in Chemistry: Development of Chemistry Lesson and Practical Work in Chemistry
  4. Curriculum and Policy Study in Chemistry

The MP-Chem-Ed curriculum is systematically and coherently implemented, both internally (among components in the curriculum) and externally (in relation to the field of employment). The curriculum is supported by physical facilities and quality human resources.  The faculty members are directed to manage their lectures by optimising students’ potentials on the basis of attitudes and behaviours which are in line with the noble virtues and local wisdoms. The lectures are developed in an attempt of helping students to achieve (learning outcome) and promoting the growth of a healthy academic culture.

 

Various student services have been developed to help students achieve the best learning outcomes and graduate on time. Some of these services are language courses and workshops on academic writing, research proposal, and thesis, held at least once a year.

 

In addition, there is Student Communication Forum, which enables students across batches and study programs to interact and exchange ideas. This forum also allows for students to hold various academic and social activities.

Further information regarding the Master’s Degree in Natural Science Education Study Program can be found in:

  1. UPI’s Academic Guidelines (http://sps.upi.edu)
  2. Book of Curriculum 2013 of Universitas Pendidikan Indonesia
  3. Leaflets/Brochures of the Master’s Degree in Chemistry Education Program
  4. Website of UPI’s School of Post-Graduate School (http://sps.upi.edu)
  5. Website of the Master’s Degree in Chemistry Education Program (http://kimia.upi.edu)