Master in Science Education

General Information

 

Name of the Study Program Master’s Program in Science Education (MP-SEd)
Management Unit of the Study Program The School of Postgraduate Studies of Universitas  Pendidikan Indonesia
Address Jalan Dr. Setiabudhi No. 299 Bandung
Phone/Fax. +6222-75473207 / +6222-2005090
Homepage and Email Address http://ipa.sps.upi.edu
Date of Study Program Establishment 

21 October 1993, based on the Decree

Number: 558/DIKTI/Kep/1993,

Extension of Operating License by Decree   Number: 3802/H40/DT/2010 dated 16 June 2010

Recent Accreditation Ranking 

A (score: 367), based on the Decree number:

012/BAN-PT/Ak-IX/S2/VIII/2011 18 August   2011

Quality Management System 

: ISO 9001:2008, No.: 01 100 106374, 18 December 2011 (Accredited by TUV Rheinland

Cert GmbH)

Degree Title Awarded M.Pd. (Magister Pendidikan IPA) [equivalent to Master in Natural Science 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 41
Graduation Requirements A Minimum GPA of 2.75,  A TOEFL score of 475,  Scientific Publication in a Journal or Proceeding of International Seminar
Further Education Doctoral Degree in Natural Science Education or its equivalents

 

The MP-SEd of the School of Postgraduate Studies (SPS) of Universitas Pendidikan Indonesia (henceforth, UPI, or Indonesia University of Education) was opened in the academic year of 1993/1994 in accordance with the operating license issued by the Directorate General of Higher Education through its Decree Number 588/DIKTI/Kep/1993. The program was founded in order to meet the needs for practitioners and experts in the development of natural science education who possess adequate understanding of natural science education, the ability to adapt, and the skill of solving the increasingly complex problems that natural science education is posed with.

The MP-SEd has consistently and continuously implemented various developments in the field of natural science education as an attempt of supporting UPI’s program as an institution focusing on education. In its organization, the Master’s Degree in Natural Science Education Study 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 Natural Science Education Study Program has been actively responding to various developments and demands of society, at the local, regional, and global levels.

The MP-SEd aims to prepare students to be educators, thinkers, researchers, developers, and practitioners of natural science education who possess: (1) broad insight and great concern with natural science 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 science education and disseminate science and technology in the field of natural science education and its related aspects.

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

NoCourse GroupTotal CreditsPercentage
1Foundations of Science Education614.63
2Research in Science Education1229.26
3Recent Development and Innovations in Science Education1229.26
4Specialization1126.83
Total41100

 

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

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

SkillsLearning OutcomesTeaching and Learning Approach
Knowledge1.    Students will be able to critically, systematically, and continuously analyse and synthesise the content and pedagogy of natural science.Discussions, Critical analysis, inquiry based learning, project based learning,  collaborative learning, cooperative learning dan self direct learning.

Specific Skills

2.    Students will be able to create innovations in the fields of curriculum, instruction, and assessment of natural science learning outcomes.

Critical analysis, self direct learning, mini riset, presentation

1.       Students will be able to apply the knowledge and innovations into the practice of teaching and learning and development of natural science education.Project based learning,  collaborative learning, cooperative learning, self direct learning, teaching practice, presentation.
2.       Students will be able to conduct research to develop knowledge in the field of natural science education and to increase the quality of natural science education through interdisciplinary and multidisciplinary approaches.Critical analysis, project based learning, problem based learning mini riset, collaborative learning dan cooperative learning dan self direct learning, presentation
Communication ability3.    Students will be able to disseminate research results and innovations in the field of natural science education at the national and international levels.

Critical analysis, self direct learning, mini riset, Seminar, report/article writing

Managerial ability4.    Students will be able to manage natural science education development programs and practices.

Critical analysis, self direct learning, mini riset, Teaching practice

Attitude5.    Students will acquire the ability to cooperate, leadership, concern, and responsibility for the improvement of the quality of natural science education based on the scientific values and attitudes.

Critical analysis, self direct learning, mini project, Teaching practice, group work

Lifelong learning skills6.    Students will acquire the skills of learning, managing information, and using ICT as the bases for self-development and lifelong learning.

Critical analysis, self direct learning, mini riset

 

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 475. The materials included in the qualification examination consist of pedagogic content, science content, and research methodology. 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 defence, which is divided into First Thesis Defence and Second Thesis Defence.

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

  1. Science Technology and Engineering (STEM)
  2. Scientific Literacy
  3. Higher order thinking
  4. Technology-based instruction
  5. Assessment of natural science education
  6. Teacher professional development

The curriculum of the Study Program of Natural Science Education 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 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.

Additional Information

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 2015 of Universitas Pendidikan Indonesia
  3. Leaflets/brochures of the Master’s Degree in Natural Science Education Study Program
  4. Website of UPI’s School of Post-Graduate Studies (http://sps.upi.edu)
  5. Website of the Master’s Degree in Natural Science Education Study Program (http://ipa.sps.upi.edu)