Doctor in Curriculum development
Name of the Study Program
Management Unit of The Study Program
The School of Postgraduate Studies Universitas Pendidikan Indonesia
Date of Study Program Establishment
21 October 1963 based on the Decree.
Extension of Operating License Number
Recent Accreditation Ranking
A (Score:375) based on Decree number: 016/BAN-PT/Ak-IX/S2/IX/2011, valid until 23 September 2016
Quality Management System
ISO 9001:2008. No: 01.100.106374.
Accredited by TUV Rheinland Cert. GmbH.
The Certificate is valid from 2014-01-03 until 2016-10-31.
First certification 2010.
Degree Title Awarded
M.Pd. (Magister Pendidikan) equivalent to Master of Education (M.Ed)
Bachelor’s Degree GPA of 2.75, A TOEFL score of 450 or its equivalent, and passing The English and Academic aptitude test.
Length of Study
2 years (4 semesters)
- A minimum GPA of 2,75, a TOEFL score of 450,
- Scientific publication on a national or international journal or proceeding.
Doctor Program in Curriculum Development or its Equivalents
How to Contact Us
Curriculum development study program was established on October 21st 1963 based on the Letter of Issue Establishment Number 55 year 1963. The Letter of Issue Study Program Operational Permit on October 21st 1993 by the Letter of Issue that was published from DIKTI Number: 588/DIKTI/KEP/1993.
Curriculum Development Study Program has opened Master level since 1968. At first, Curriculum Development Study Program was named Curriculum Development Course which was established by Prof. Dr. S. Nasution, M.A. who also became the first Head of Curriculum Development Course. This case was related to the agreement that stated if curriculum development experts must be on master level. The first students who graduated from Curriculum Development Course were: Prof. Dr. R. Ibrahin, M.A., Prof. Dr. Nana Syaodih Sukmadinata, Prof. Sudiarto and Prof. Mugiadi.
The rank of Curriculum Development Study Program accreditation for Master Program (S2) at this moment is A (375). It is validated by the Letter of Issue which is published by University National Accreditation Biro (BAN PT) Number: 016/BAN-PT/Ak-IX/S2/IX/2011 which is in effect until September 23rd 2016.
The main content and skill of Curriculum Development Study Program are curriculum development and instruction; planning/curriculum design and instruction, curriculum and instruction implementation, curriculum and instruction evaluation, curriculum management for basic education, middle schools, colleges, training program, and government programs, the curriculum model developments management for basic education, middle schools, colleges, training program, and government programs; and the application of communication and information technology in curriculum development and instruction. Curriculum Development Study Program has its own vision to become one of excellent centers in developing and transferring knowledge and skills in curriculum-instruction field in the level of regional, national and international which is able to encourage the quality upgrading and education system performance significantly.
Curriculum Development Study Program has done cooperation with Indonesian Curriculum Development Association (HIPKIN), Kebangsaan University of Malaysia, Sultan Idris Education University (UPSI), Malaya University, Monash University and Development of Education and Early Childhood Development, State of Victoria Austrralia, Woosong University Korea, Gunma University Japan, The University of Kitakyushu Japan, IPDN, Islamic High Education Director, DITJEN Religion Affair and Education, Chungnam National University South Korea and Culture and Education Ministry.
The Master Program of Education University’s Curriculum Development has its aims to:
- Graduate the students of Master Curriculum Development Program who have competence in comprehending and having skill of curriculum development and are also able to do research which is related to the curriculum development field and are capable of developing various curriculum models and also instruction models.
- Create various types of research and curriculum development models and instructions which can be used to support national education development.
Those objectives are specially implemented on some academic programs, included the achievement of each subjects which are listed on The Structure of UPI’s School of Post Graduate Curriculum Development Master Program.
The expected learning outcomes for the Master’s Degree in Curriculum Development Study Program of the School of Post Graduate Studies of UPI cover a range of follows:
|Skills||Learning Outcomes||Teaching and Learning Approach|
|Knowledge||Develop knowledge, technology, and arts in curriculum development and learning to produce innovative and well-tested works|
Design basic education, secondary education, higher education, teacher education, and training curricula
|Discussion, critical analysis, inquiry based learning, project based learning, collaborative learning, cooperative learning, and self directed learning.|
Critical analysis, self directed learning, mini research, presentation, project based learning, collaborative learning, cooperative learning, teaching practice.
|Specific Skills||Conduct innovative research in curriculum development and learning||Critical analysis, project based learning, problem based learning, and mini research.|
|Communication ability||Produce and communicate results of research in curriculum development and learning in both national and international fora||Critical analysis, self directed learning, mini research, seminar, report/article writing.|
|Managerial ability||Solve problems in curriculum development and learning using multi-disciplinary approaches||Critical analysis, self directed learning, mini research, teaching practice.|
|Attitude||Develop quality standard-oriented curriculum models and learning||Critical analysis, self directed learning, mini research, teaching practice, groupwork.|
|Lifelong learning skills||Develop basic education, secondary education, higher education, teacher education, and training curricula||Critical analysis, self directed learning, mini research|
Structure of Curriculum
The required course groups and total credits for the student of the Master’s Degree in Curriculum Development are listed in the following table:
|I. Matriculation subjects *)|
|1.||TP409||Curriculum Development Policies||3||X|
|3.||TP414||Curriculum Development of Local Content||3||X|
|4.||TP419||Models of Curriculum Development||3||X|
|Number of Matriculation subject Credits||12|
|II. Core Subjects|
|Number of Expertise Foundation Subject Credits||6||3||3||0||0|
|B. Expertise Subjects of UPI Graduate Program|
|1.||PS611||Philosophy of Science||2||X|
|Number of Expertise Subject Credits of UPI Graduate Program||4||2||2||0||0|
|C. Expertise Subjects of Study Program|
|1.||PK701||Foundations and Principles of Curriculum Development||3||X|
|Number of Expertise Subjects Credits||15||6||6||3||0|
|III. Subject Choices: Special Expertise Subjects **)|
|1.||PK762||Tertiary Education Curriculum||2||X|
|2.||PK761||Middle Education Curriculum||2||X|
|3.||PK760||Basic Education Curriculum||2||X|
|4.||PK763||Teachers’ Education Curriculum||2||X|
|5.||PK770||Curriculum of Training||2||X|
|6||PK722||Education Information System||3||X|
|8.||PK711||Foundations and Concepts of Educational Technology||3||X|
|9.||PK733||Instructions through Media||3||X|
|Number of Special Expertise Subject Credits ( that have to be taken)||10||2||2||6||0|
|Number of Thesis Credits||6||0||0||0||6|
|Number of Credits for Students who have curriculum development education background||41||13||13||9||6|
|Number of Credits for Students who have no curriculum development education background (Including Matriculation Subjects)||53||13||13||9||6|
*) Matriculation subjects have to be taken by students who have no curriculum development education background.
**) must be taken by all of students amounting to 10 of provided credits.
The assessment for 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 trough 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 trough 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 qualifications examination consist of pedagogic content, natural science 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 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, student 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.
The Curriculum of the study Program of Curriculum Development is systematically and coherently implemented, both internally (among components in the curriculum) and externally (in relation to the field of employment). The faculty members are directed to manage their lectures by optimizing students’ potentials on the basis of attitudes and behaviors 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 student to hold various academic and social activities.
Further information regarding the Master Program in Curriculum Development can be found in:
- UPI’s Academic Guidelines (http://sps.upi.edu)
- Book of Curriculum 2015 of Universitas Pendidikan Indonesia
- Leaflets/brochures of the Master Program in Curriculum Development
- Website of Graduate School of UPI (http://sps.upi.edu)
- Website of the Master Program in Curriculum Development (http://pk.sps.upi.edu)