Curriculum Structure
School of Postgraduate Studies
Universitas Pendidikan Indonesia
Rational
Recently, public interest, need, and appreciation for higher education is increasing and growing. This trend is indicated by the increasing number and variety of enthusiasts and participants at the Indonesia University of Education (UPI), especially those at the School of Postgraduate Study level (SPs).
On the other hand, the development of Science, Technology, and the Arts (STAR) and the demands of global life necessitate SPs to have genuinely qualified graduates as the gate of quality at UPI. This demand for quality graduates requires SPs always to strive to improve the quality of their education services. The success of SPs in providing educational services and producing quality graduates will determine their presence in the higher education community in Indonesia and abroad.
The development of the higher education regulatory system in Indonesia also requires SPs to adjust. The recent publication of the National Qualifications Framework (KKNI) by the Government, for example, provides guidelines for the qualifications and gradation of graduate competencies which requires SPs to adopt and adapt properly. The policies and programs of the Directorate General of Higher Education of the Ministry of Education and Culture (Ditjen Dikti Kemendikbud), one of which is an effort to increase the productivity of higher education institutions (PT) in producing scientific works, also need serious responses and efforts from SPs.
Along with the above trends, some internal problems are still being identified. These problems include the average study completion time that has not met the UPI Strategic Plan (renstra) target—5 semesters for S2 and seven semesters for S3; and the grading of the S1, S2, and S3 curricula, which are not yet so lucid on the differences and continuity. Furthermore, lecturer assignments have not been well-coordinated, the diverse backgrounds and academic qualifications of students who register and are accepted in SPs require different treatment.
As described above, the trends that occur both internally and externally require SPs to make significant program improvement efforts, including integrating the curriculum and academic system of undergraduate, master, and doctoral education programs for linear study programs. In addition, the latest SPs curriculum is the 2006 Curriculum, which until 2012 has been in effect for seven years. With that long implementation period, it is time for the SPs curriculum to be periodically reviewed and revised.
Responsive to various demands and developments as described above, the 2013 UPI SPs Curriculum has been designed integratively by considering various demands both internally and externally developed. Thus, the 2013 UPI SPs Curriculum is expected to support further the assurance of the quality of academic service delivery to students to produce quality graduates
Vision
SPs’ vision is “Expanding International Recognition in the Implementation of Postgraduate Education in the Field of Education and Educational Disciplines Towards UPI Pioneering and Excellence in 2020”.
Mission
To realize this vision, SPs formulated its mission as follows
- Organizing quality master’s and doctoral education to produce graduates who master concepts and broad insights in their fields are independent, have personality and are highly competitive at national and international levels.
- Organizing quality and productive research-oriented to national and international scientific publications.
- Organizing research-based community service that can make a real contribution to the progress of society.
- Expanding networks with the national scientific community and
- Organizing management that supports creating quality and international standard educational, research, and community service environment.
Curriculum Structure
The curriculum for the Masters (S2) and Doctoral (S3) programs consists of two groups of courses, namely the Basic Skills Courses (MKLK) and the Expertise Courses (MKK). MKLK is a group of basic courses that underlie the development of scientific thinking and work. Included in the MKLK are Research Methodology and Applied Statistics courses. MKK is a group of subject areas of expertise primarily focused on developing students’ expertise in a particular field. This MKK consists of the SPs MKK, which all students shall take the Study Program MKK, which all students must follow in their study program; and the Elective MKK students can choose according to the focus of their expertise and interests. There is a difference in emphasis between MKK for programs in the educational applied field and educational programs in the scientific field. MKK for education programs in the applied field consists of material studies related to practical knowledge in the field, while MKK for educational programs in the scientific field consists of studies of applied and theoretical material in a balanced way. The completion of the study is done through writing a thesis (S2) and a dissertation (S3). In addition, students with non-linear educational backgrounds (which are considered not to have met the input quality standards) are required to take an Aanvullen equivalent of 12 credits in the relevant study program or other relevant study programs.
Under the level and variety of education programs, the curriculum structure and study load for each educational program are designed as follows.
Master Education Program Curriculum Structure (S2)
- Curriculum Structure of Master’s Education Program (S2) in Applied Fields
The curriculum structure of the master’s education program in the applied field consists of the MKLK and MKK courses groups, in addition a set of Aanvullen courses for those with different educational backgrounds, as shown in the following table
TABLE 1
CURRICULUM STRUCTURE AND STUDY LOAD
MASTER EDUCATION PROGRAM (S2) IN APPLIED FIELDS
| Course Groups | Credits (sks) for students | |
| coming from in-line field | coming from not in-line field | |
| Pre-requisite curriculum | ||
| – Aanvullen | – | 12 |
| Core Curriculum | ||
| – Basic Expertise Courses (MKLK) | 6 | 6 |
| – Expertise Courses (MKK) | 4 | 4 |
| – Expertise Courses in Study Program (MKK Prodi) | 12 – 15 | 12 – 15 |
| Elective Curriculum | ||
| – Specific Skill Courses (MKK Specific) for each student | 8 – 11 | 8 – 11 |
| – Theses | 6 | 6 |
| Total | 36 – 42 | 48 – 54
Including matriculation |
Notes:
- Students whose bachelor’s degree is not in the same field (considered not to have met the input quality standard) must follow and pass aanvullen course.
- The determination of the majors/S1 study programs are the same field or not is carried out by study program consideration.
- The weight of aanvullen activities is equivalent to 12 credits.
- Aanvullen activities are held for one semester or equivalent during the lecture period in the concerned study program, but preferably in the early semesters.
- The comparison between the Core Curriculum and the Master’s Elective Curriculum is around 60%: 40%.
- The total credits that must be obtained by students are between 36-42 (aanvullen excluded) or 48-54 credits, including aanvullen.
- The number of credits provided for the optional MKK is at least two times the number of credits taken by students in the course group.
- With the approval of the PA and the Head of Study Program, the optional MKK can be taken from other study programs or even from other universities.
- Student might take Thesis both in odd and even semesters.
- Curriculum Structure of Master’s Education Program (S2) in the Field of Science
The curriculum structure of the master’s education program in the field of science also consists of the MKLK, MKK groups, and Aanvullen as well for those with different educational backgrounds, but with different weight proportions as shown in the following table.
TABLE 2
CURRICULUM STRUCTURE AND STUDY LOAD
MASTER EDUCATION PROGRAM (S2) IN SCIENCE
| Course Groups | Credits (sks) for students | |
| coming from in-line field | coming from not in-line field | |
| Pre-requisite curriculum | ||
| – Aanvullen | – | 12 |
| Core Curriculum | ||
| – Basic Expertise Courses (MKLK) | 6 | 6 |
| – Expertise Courses (MKK) | 4 | 4 |
| – Expertise Courses in Study Program (MKK Prodi) | 12 – 15 | 12 – 15 |
| Elective Curriculum | ||
| – Specific Skill Courses (MKK Specific) for each student | 6 – 9 | 6 – 9 |
| – Theses | 6 | 6 |
| Total | 36 – 42 | 48 – 54
Including matriculation |
Notes:
Same with notes of table 1
Doctoral Education Program Curriculum Structure (S3)
The study load of the doctoral program is 42–45 credits for students who have taken MKK SPs in the S2 program or between 46 – 49 credits for those who have not taken the MKK SPs in the S3 program. For those whose educational background is not in the same area, they are required to take aanvullen equivalent to 12 credits. The details for each program are as follows..
- Doctoral Education Program Curriculum Structure (S3) in Applied Fields
Structurally, the curriculum for Doctoral education programs in certain applied fields is also the same as the curriculum structure for master education programs. However, the difference is the study load and the depth and complexity of the lectures.
TABLE 3
CURRICULUM STRUCTURE AND STUDY LOAD
DOCTORAL EDUCATION PROGRAM (S3) IN APPLIED FIELDS
| Course Groups | Credits (sks) for students | |
| coming from in-line field | coming from not in-line field | |
| Pre-requisite curriculum | ||
| – Aanvullen | – | 12 |
| Core Curriculum | ||
| – Basic Expertise Courses (MKLK) | 6 | 6 |
| – Expertise Courses (MKK) | 4*) | 4*) |
| – Expertise Courses in Study Program (MKK Prodi) | 11 – 12 | 11 – 12 |
| Elective Curriculum | ||
| – Specific Skill Courses (MKK Specific) for each student | 13 – 15 | 13 – 15 |
| – Dissertation | 12 | 12 |
| Total | 42 – 49 | 54 – 61
Including matriculation |
Notes:
- Students whose previous educational background is not in the same field (which are considered not to have met the input quality standard) are required to attend and pass aanvullen courses.
- The determination of the majors/S1 study programs are same field or not is carried out by study program consideration.
- The weight of aanvullen activities is equivalent to 12 credits.
- Aanvullen activities are held for 1 semester or equivalent during the lecture period in the concerned study program, but preferably in the early semesters.
- MKK SPs (*) are only taken by students who have not taken the course at the Masters level.
- The comparison between the Core Curriculum and the S3 Elective Curriculum is around 40% : 60%.
- The total credits that must be obtained by students are between 42-45 (aanvullen excluded), for those who have taken MKK SPs in the master’s program or 46-49 credits for those who have not taken MKK SPs; And while for students who have taken the MKK SPs it ranges between 54-57 credits (outside MKK SPs) or between 58–61 credits (for those who are still taking MKK SPs).
- The number of credits provided for the optional MKK is at least 2 times the number of credits that shall be taken by students in the course group.
- With the approval of the Academic Supervisor (PA) and the Head of Study Program, the optional MKK can be taken from other study programs or even from other universities.
- The dissertation can be taken in odd and even semesters.
- Structure of the Doctoral Education Program (S3) Curriculum in the Scientific Field
The curriculum structure of the doctoral education program for courses in the scientific field is also similar with the curriculum structure for other postgraduate education programs as shown in the following table.
TABLE 4
CURRICULUM STRUCTURE AND STUDY LOAD
DOCTORAL EDUCATION PROGRAM (S3) IN SCIENCE
| Course Groups | Credits (sks) for students | |
| coming from in-line field | coming from not in-line field | |
| Pre-requisite curriculum | ||
| – Aanvullen | – | 12 |
| Core Curriculum | ||
| – Basic Expertise Courses (MKLK) | 6 | 6 |
| – Expertise Courses (MKK) | 4*) | 4*) |
| – Expertise Courses in Study Program (MKK Prodi) | 11 – 12 | 11 – 12 |
| Elective Curriculum | ||
| – Specific Skill Courses (MKK Specific) for each student | 13 – 15 | 13 – 15 |
| – Dissertation | 12 | 12 |
| Total | 42 – 49 | 54 – 61
Including matriculation |
Notes:
Same as table 3
Doctoral Education Program in Scientific Fields Full Research Path/by Research (Doctoral Philosophy)
This type of educational program is pursued through research so that students are not obliged to attend regular lectures. Thus, curricular activities and study load are regulated separately by taking probationary stages for one semester and candidate stages for 5-9 semesters. On the recommendation of the promoter, students of this education program may also be required to attend specific courses related to mastery of the scientific field they are involved in. The experience and success in participating in the lectures are not counted as credits. The Doctoral education program through this research only accepts prospective students with in-line educational background.