Master in Biology Education

Master in Biology Education

General Information


Name of the Study Program


Master’s Program in Biology Education (MP-BEd)

Management Unit of the Study Program


The School of Postgraduate Studies of Universitas  Pendidikan Indonesia



Jalan Dr. Setiabudhi No. 299 Bandung




Homepage and Email Address

Date of Study Program Establishment


March 3 2011, based on the Decree

Number: 1548/UN40/KL/2011,

Operating License by Decree   Number: 1548/UN40/KL/2011 dated Mach 3 2011

Recent Accreditation Ranking   


B (score: 358), based on the Decree number:

177/SK/BAN-PT/Akred/M/VI/2014 19 Juni 2014

Quality Management System


: ISO 9001:2008, No.: 01 100 106374, 03 April 2014 (Accredited by TUV Rheinland Cert GmbH)


Degree Title Awarded


M.Pd. (Magister Pendidikan Biologi) [equivalent to Master in Biology 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        



Graduation Requirements        


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

Further Education


Doctoral Degree in Biology  Education or its equivalents


The MP-BEd 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 2011/2012 in accordance with the operating license issued by the Directorate General of Higher Education through its 1548/UN40/KL/2011. The program was founded in order to meet the needs for practitioners and experts in the development of biology education who possess adequate understanding of biology education, the ability to adapt, and the skill of solving the increasingly complex problems that biology education is posed with.

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

The MP-Bed aims to prepare students to be educators, thinkers, researchers, developers, and practitioners of biology education who possess: (1) broad insight and great concern with biology 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 biology education and its related aspects.

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


Learning Outcomes

Teaching and Learning Approach


demonstrate capacity and skills to make appropriate and professional decisions on the basis of information and data analyses, and to select different alternative solutions, both independently and collectively, to different problems to do with teaching and learning process and provision of services for learners’ development,  to help achieve the learners’ best learning outcome and optimal development, in line with the learners’ context

Discussions, Critical analysis, inquiry based learning, project based learning,  collaborative learning, cooperative learning dan self direct learning.

Specific Skills

Analyze concepts, principles, and theories of biology learning by applying technological and pedagogical content knowledge principles;

Critical analysis, self direct learning, mini riset, presentation

Analyze and apply curriculum and learning which cover approaches, methods, strategies, and assessment of biology learning.

Project based learning,  collaborative learning, cooperative learning, self direct learning, teaching practice, presentation.

Develop basic models, approaches, methods, and innovative learning media through research for excellent practice of biology education;

Analyze and apply various reliable research methodologies through inter- and multi-disciplinary approaches to solve problems in biology education

Critical analysis, project based learning, problem based learning mini riset, collaborative learning dan cooperative learning dan self direct learning, presentation

Communication ability

Effectively communicate the results of research on biology education through inter- or multi-disciplinary approaches;

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

Managerial ability

Develop effective management skills and biology activities in learning biology through research;

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


Demonstrate strong awareness to solve problems in biology learning through inter- and multi-disciplinary approaches.

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

Lifelong learning skills

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


Course Group

Total Credits



Foundations of Biology Education




Foundation of Graduate School Course




Subject specific pedagogy Couse




Specific Interest Courses







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

The MP-Bed 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 Biology Education Study Program can be found in:

  1. UPI’s Academic Guidelines (
  2. Book of Curriculum 2015 of Universitas Pendidikan Indonesia
  3. Leaflets/brochures of the Master’s Degree in Biology Education Study Program
  4. Website of UPI’s School of Post-Graduate Studies (
  5. Website of the Master’s Degree in biology Education Study Program (