Psychology of Education Program was initiated in 2010 by the leaders of education at UPI, those were Prof. Dr. Rochman Natawidjaja, Prof. Dr. Abin Syamsuddin Ma’mun, M.A., Prof. Dr. Sunaryo Kartadinata, and Prof. Dr. Moh. Surya.

The founding of Psychology of Education Program was driven by the need for educational psychology lecturers of higher education providing teacher education; educational psychology researchers and scientists who develop science and effective practices of educational psychology; educational psychology consultants who help education providers to develop more creative and innovative strategies and models of learning and teaching psychology.

The nomenclature name of the program is the Psychology of Education Program, code of 86111, graduate (S2), academic type of study program (1), and cluster of applied science. (6). The accreditation of the program is currently C (289) based on Decree number: 177/SJ/BAN-PT/Akred/M/2014 which is valid until June 2019.

The main study of the program are characteristic and development of students and teachers, as well as creating and developing optimal learning process and atmosphere.

The profile of graduates are expected as Master of Education in Psychology of Education who are competent in conducting research and developing science, technology, and/or the arts in educational psychology, which is based on an interdisciplinary and multidisplinary analytical study toward conceptual idea of learning, personality profile of educational psychology lecturers who are competent in mastering of pedagogical content knowledge, in order to predict changes in teaching and learning program in creative and innovative ways.

The program has collaborated with Ikatan Sarjana Pendidiakn Indonesia (ISPI), Asosisasi Penyelenggara Pendididkan Tinggi Psikologi Indonesia (AP2TPI), Direktorat Pemerintahan Umum dan Kesatuan Bangsa Departemen Dalam Negeri, Badan Pengembangan Sumber Daya Manusia Departemen Pekerjaan Umum dan Perumahan Rakyat, Fakultas psikologi UNPAD, Fakultas Kedokteran UNPAD, Institut Pemerintahan Dalam Negeri, Kampus Pembangunan Karakter Bangsa ASTAHANAS, Sekolah Staf dan Komando Angkatan Udara, and International Labour Organization (ILO).

The general aims of master program in psychology of education is to prepare scientists and practitioners in educational psychology field who are capable of developing educational psychology and human welfare, as well as capable of identifying, observing, performing scientific reasoning to solve psychological problems in education setting considering the principles and ethics of science in educational psychology.

The specific aims of the program are as follows:

1. to produce scientists (teachers and researchers) who are competent in the field of educational psychology, students development, educational measurement and evaluation;
2. to prepare or improve the academic and professional skills of teachers and other education personnel at various universities administering the education in developmental and educational psychology;
3. to prepare or develop abilities in science and technology of educational psychology through scientific research and communication;
4. to develop philosophical and theoretical concepts of educational psychology;
5. to develop teaching methodologies and materials in teaching the theoretical concepts and practice of educational psychology in various educational settings;
6. to provide professional services in the educational psychology field.

The expected learning outcomes for the Master’s Degree in Psychology of Education cover a range of abilities as follows:

The required course groups and total credits for the students of the Master Program in Psychology of Education are listed in the following table:

Notes:

*)   The prerequisite courses (aanvullen) should be taken only by students whose educational background are not linear

**) Students must take 9 credits of Elective Courses provided

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, 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 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.

The curriculum of the Study Program of Psychology of 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.

Further information regarding the Master Program in Psychology of Education

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 Program in Psychology of Education
4. Website of Graduate School of UPI (http://sps.upi.edu)
5. Website of the Master Program in Psychology of Education (http://psikopend.sps.upi.edu)