CURRICULUM STRUCTURE OF TEP S2 PROGRAM

PASSWORD AND NAME MATAKULIAH

Sks / Js

Semester

1

2

3

4

A. General Subject (MKU) (4 credits)

 

 

 

 

 

MKU800 Quantitative Research Methodology +)

2/2

X

MKU801 Qualitative Research Methodology +)

2/2

X

MKU802 Statistics (Descriptive and Inferential)

2/2

X

total

4

 

 

 

 

B. Basic Expertise Courses (MKDK) (4 credits)

 

 

 

 

 

MKDK810 Educational Foundation **

2/2

X

MKDK811 Learning Foundation **

2/2

X

MKDK812 Issues and Trends in TEP

2/2

X

total

4

 

 

 

 

C. Expertise Courses (MKK) (24 credits)

 

 

 

 

 

TEP821 Learning Technology ***)

2/2

X

TEP822 Learning Psychology *)

2/2

X

TEP830 Curriculum Planning & Development

2/2

X

TEP831 Learning Models

2/3

X

TEP832 Capita Selekta TEP **

2/2

 

X

 

 

TEP840 Learning Media: Design and Production

3/3

X

TEP841 Learning Design: Theory & Applied

3/3

X

TEP842 Evaluation of Learning Outcomes and Implementation

2/2

X

TEP843 Learning Message Design

2/2

X

TEP860 BS Self Study

2/2

X

PBM870 Teaching Material Development

2/3

X

PPL880 Practice Field Experience

2/4

X

total

24

 

 

 

 

D. Thesis (6 credits)

 

 

 

TES891 Proposed Seminar

0/2

 

 

X

 

TES890 Thesis

6/6

 

 

X

X

total

6

 

 

 

 

Total Amount

38

14

15

2

6

Information:

+ = Selected one

++ = MK Matriculation

* = Can be selected by other study programs

** = MK Options

*** = Must be taken by students from non-linear study programs.

(X) = Can be completed that semester (if there was no previous semester).

 

Structure of the Lecture Course

Matriculation Subject

SKS / JS

1

2

3

4

MTR Conceptual Theoretical Basis of TEP

8++

MTR Historical Foundation TEP

8++

 

 

 

 

MTR Implementation Foundation of TEP

8++

MTR Professional Foundation TEP

8++

MTR Thesis Writing

8++

 

 

 

 

MTR Writing Scientific Papers

8++

 

 

 

 

total

48

 

 

 

 

 

COURSE DESCRIPTION MASTER PROGRAM

 

MKU800 Quantitative Research Methodology (2 credits / 2 js)

Discusses the principles and procedures of scientific research as a basic introduction in thesis writing. Emphasis is placed on quantitative research. Topics covered include: selection and problem formulation, literature search, hypothesis formulation, variables and measurements, types of research and preparation of proposals and writing research reports. At the end of the lecture, students are expected to be able to prepare a research proposal for their thesis.

 

MKU800 Quantitative Research Methodology (2 credit hours)

This course is designed to provide student to understand and impement research

Students are able to explore, evaluate, synthesize, and apply discovery methods to improve learning and develop performance. The principles and procedures of scientific research as an introduction of thesis writing. It is emphasized on quantitative research. The topics are as follows: the nature of scientifi research, types of research, selecting and formulating research problems, literature, hypothesis, variables and measurement scales, reliability and validity, research design, population and samples, data analysis and research report. Research proposal is as final project is required for thesis.

 

MKU801 Qualitative Research Methodology (2 credits / 2js)

Discusses the principles and procedures for conducting qualitative research and their application in the field of education. Some of the topics discussed included: theoretical and philosophical foundations, design and qualitative research data, field work (field work), data analysis and writing research reports. At the end of the lecture, students are expected to be able to prepare a research proposal for their thesis.

 

MKU801 Qualitative Research Methodology (2 credit hours)

This course is expected to provide students to understand and employ principles and procedures of conducting qualitative research and its implementation in educational setting. Some topics discussed are as follows: theoretical and emperical foundation, research design, data, field work, data analysis and research report. Research proposal is as final project is required for thesis.

 

MKU802 Inferential Statistics (2 credits / 2 hrs)

Prerequisite: MTR402 or instructor approval.

Discusses statistical analysis techniques commonly found in educational research reports. Topics discussed included estimating population parameters, testing the difference between two statistical values, namely mean, proportion and correlation, simple analysis of variance and covariance, linear regression, and several nonparametric statistical techniques. This course also includes exercises to do questions in the Lab. Computers using available program packages.

 

MKU802 Inferential Statistics (2 credit hours)

This course is expected to provide students to understand and imply analysis techniques used in research design, especially in educational setting. Topics discussed are as follows: interpretating population parameter, testing the difference of two means, proportion and correlation, analysis of varians and simple covarian, regression and nonparametric statistics. Course requires students to accomplish exercises by using available package of certain program (especially, Statistical Package for Social Science).

 

MKDK810 Educational Foundation (2 credits / 2 js)

Understanding education as a complex system that has a lot to do with other systems such as social, political and cultural systems. In an effort to gain this understanding, educational problems are studied using various foundations, including: philosophical, historical, sociological, and psychological foundations.

 

MKD810 Education Foundation (2 credit hours)

This course is expected to provide students to understand education as a complex system and it relationship with other components of the system, such as social, political, cultural system, and so forth. In understanding it, educational problems are studied by implementing foundation: phylosopical, historical, sociaological, psychological, political, and economic foundation. Related topics discussed during the semester by groups. The students or discussants share and give critic on paper presented at class seminar. Participation within which students articulate their opinion, view, as well as suggestion. Becoming independent students are expected whether they are doing or writing composition or paper. The students select one of the chapters of required reading as a final paper,

 

MKDK811 Learning Platform (2 credits / 2 js)

Discusses some views, approaches and processes of planning, developing and implementing learning in formal, non-formal or informal learning settings. Topics covered include: views of learning, learning theory and learning theory, taxonomy of learning objectives, learner characteristics, learning strategies and methods, learning content organization, and evaluation of learning systems.

 

Prerequisite: Education Foundation MKDK.

 

MKDK811 Theoretical and Conceptual Base of Instruction (2 credit hours)

This course is expected to provide students to discuss some perspectives, approaches, and processes of design, development, and implementation in formal, nonformal and informal instructional settings. The topics discussed are as follows: some perspectives of learning, learning and instructional theories, taxonomy of instructional objectives, learner's characteristics, instructional strategies and methods, instructional content organization, and instructional system evaluation.

 

MKDK812 Issues and Trends in TEP (2 credit hours)

Developing students' understanding and insight into broad education, both “normal” situations and problematic situations by discussing general education problems and teaching-specific problems. This advanced lecture covers theoretical problematic aspects and field practice (in schools). Issues include policy and development and the direction of trends in foresight. Students individually propose a topic (case) problem and practice discussing the nature and aspects of the problem and reviewing possible solutions.

 

MKDK812 Issues and Trends in Instructional Technology (2 credit hours)

This course is expected to provide students toexamine the changes in the past, present or today, and the future have happened in our teaching process due to design, process, and evaluation especially related to media and technology. The course is to acquaint instructional technologists, teachers and administrators with critical challenges posed as a result of the increasing infusion of technology into the school and training environments. The session also examines the trends views of learning and instruction, ie behaviorism, cognitivism, constructivism, situated learning theory, and so forth. Besides, the trends and issues are in terms of instructional technology, in various settings, and new direction in instructional design and technology Students will exchange ideas about issues and trends with others through reports and leading discussions. The final project must be submitted at the end of the course session.

 

TEP820 Learning Technology (2 credits / 2 hours)

Assessing in detail and in depth the area of Educational Technology. The study is emphasized on three perspectives of Educational Technology, namely educational technology as a theoretical construct, arable fields, and professions. This course study also covers the TEP domain; design, development, utilization, management and evaluation. In addition, the study is also related to current issues in the field of educational technology.

 

 

TEP820 Educational Technology (2 credit hours)

This course is expected to provide students to understand educational / instructional technology and also the history of educational / instructional technology, domains of Instructional education / technology in detail. The study is emphasized on three perspectives of educational technology, in the case technology as theoretical construct, the realm of study and profession. The fields of study involve five domains of IT; design, development, utilization, management and evaluation. In addition, the interrelated and currents issues are studied.

 

TEP822 Learning Psychology (2 credits / 2 hours)

To examine psychological concepts and phenomena in teaching. The analysis is carried out on the psychological problems of the teacher in the teaching-learning process and their assumptions about the behavior of students and teachers in the process.

 

TEP822 Instructional Psychology (2 credit hours)

This course is expected to provide students to understand concepts and psychological phenomena in instruction. Analysis is conducted to teacher's psychological problems in teaching leaning process and their assumptions upon students 'and teachers' behavior in the teaching process.

 

TEP830 Curriculum Planning and Development (2 credits / 2 js)

Assessing the theoretical-conceptual foundation of the curriculum (past and present), especially in terms of design, development, implementation and assessment; foundation and principles of curriculum development; and innovations and policies related to curriculum development.

 

TEP830 Curriculum Design and Development (2 credit hours)

This course is expected to provide students to discuss theoretical and conceptual foundation of the curriculum (past and present), especially viewed from design, development, implementation, management, and evaluation; faoundation and principles of curriculum development; and innovation and policy in relationship with curriculum development.

 

TEP831 Learning Models (2 credits / 3 js)

Assessing various techniques used in learning that are intended to foster various abilities to implement PBM. The study of each technique is accompanied by a discussion of its theoretical and conceptual foundations. Students are expected to gain direct experience in implementing learning models of at least one technique that is suitable for their field of study. The report on this unique learning experience is written in a paper that reveals a critical evaluative analysis of the technique and its possible applications.

 

TEP831 Models of Teaching (2/3 credit hours)

This course is expected to provide student to learn several models of teaching. Four cluster models of teaching as recommendated in Joyce and Weils Book becomes a focus of course. Students select one of the topics to be discussed in class seminar to understand both theoretical and conceptual understanding. The students are also encouraged to explore the models in appropriate setting. Portfolio is also required to complete class discussion. The students are asked critically and analytically embodied in a paper as a final project.

 

TEP832 Capita Selecta of Learning Technology (2 credits / 2 hours)

Examine various concepts, models, new theories in the field of learning technology, both those that already have empirical support and those that don't, such as: neuroscience, quantum learning, quantum teaching, learning revolution, music for learning. The concept of the model, or theory, can be sourced from a textbook, or a chapter from a textbook, or a journal article, or the original idea from a supervisor or student participating in a course that has not been published. These reforms are substantially studied in a comprehensive manner, and their implementation and impact are studied in an integrated manner to reveal their strengths and weaknesses in the contemporary and Indonesian context. Each student chooses a concept, or model, or theory to be discussed critically in a class seminar forum. The final paper after receiving input from the class seminar has an important role in evaluating this course.

 

TEP832 Selected Materials in Instructional Technology (2/2 credit hours)

This course is expected to provide students to several examine concepts, models, and theories in the field of instructional technology, both emperical and non emperical base, for instance: neiroscience, quantum learning, quantum teaching, learning revolution, music for learning. The concept of models or theories are derived from textbook, journal, or ideas. Innovation is substantially studied comprehensive way, implementation and the impact are learned in an integration to reveal the strong and weakness in the Indonesian current context. Each of the students select one of the concepts, or models, or the theories to be reviewed critically in class seminar. Paper, as final project, has input from the seminar getting a crucial portion in evaluating the course.

 

TEP840 Media and Learning Technology: Design and Production (3 credits / 3 hours)

Discuss media and technology commonly used in the learning process, characteristics and principles of use, and practice producing audio-video, or digital based learning media / technology according to the basic techniques that have been studied, interactive multimedia, or computer-based media / technology.

 

TEP840 Instructional Media and Technology (3credit / hours)

This course is expected to provide students to examine instructional media and technology commonly used in instructional process, characteristics and principles of utilization, design and produce instructional media and technology; printed media, visual dimension, audio-video, or digital media suitable for basic techniques, design interactive multimedia, computer-based technology and integrating media and technology in the classroom.

 

TEP841 Learning Design: Theory and Applied (3 credits / 3 js)

Discusses the basics and practical procedures for the preparation of learning designs, identifies several development models and steps for their use, all of which are related to the learning technology process. In an effort to apply these procedures a topic will be designed and developed completely and will be assessed as one of the results of this lecture activity.

 

TEP841 Instructional Design: Theory and Practice (3 credit hours)

This course is expected to provide students to examine basics and practical procedures in designing instruction, identify several instructional models and steps of utilization that all related to process of instructional technology. In the implementation of procedures, a certain topic is designed and developed comprehensively and valued or appraised as one of the results of course activity.

 

TEP842 Program Evaluation and Learning Implementation (2 credits / 2 hours)

Studying the strategies / measurement techniques for programs and learning practices needed in order to determine the level of success and as feedback for the preparation of learning programs. The measurement here is not only intended to determine the learning achievement of students (learner), but the emphasis is placed on the effectiveness of the program being structured. The lecture will lead to the role of measurement components and how to compile a report that can be used for improvement / revision of learning programs and field practice.

 

TEP842 Program Evaluation and Instructional Implementation (2 credit hours)

This course is expected to provide students to examine strategy or technique of measurement with which programs and instructional practices needed in determining the quality of achievement and as feedback for organizing instructional program. Measurement is not only directed to know the learner's achievement, but also emphasized on the effectiveness of the program. Course will focus on the roles of the measurement components and how design a report is used to improve or revise instructional programs as well as the practice.

 

TEP843 Learning Message Design (2 credits / 2 hours)

Assessing various factors that influence the process and results of learning message design, both those sourced from the message designer, message delivery channels, and message recipients. Various techniques and models of message design, both verbal messages and non-verbal messages (body language) are also an important study of this course. These various studies were enriched by exploring the theoretical and conceptual foundations of the why of a message design. Each student at the end of taking this course is expected to display the work of learning message designs that are selected according to their field of study.

 

TEP843 Instructional Message Design (2 credit hours)

This course is expected to provide students toexamine several factors effecting the process and result of designing instructional message, deriving from message design, message delivery, and message receiver. Course also contains techniques and models of designing message both verban and nonverbal message (gestural). The topics are also enriched through digging theoretical and conceptual foundation of “the why” of a certain message design. Each student, at the end of joining the course, is expected to address an instructional message design selected suitable to the field.

 

TEP860 Independent Study Field of Study (2 credits / 2 js)

Instill an independent scientific attitude, which is developed with programs designed by students themselves to deepen a topic in their field of study. To support this independent study activity, the lecturer provides consultation services on general planning: objectives, materials, learning resources, periodic and final evaluation.

 

TEP860 Independent Study (2 credit hours)

This course is expected to provide students to improve the scientific attitude of self-directed learning developed through the program designed by student (s) for refining a certain topic in his / her subject. Lecturer provides consultation service on the general planning: purposes, materials, learning resources, periodical evaluation and result.

 

PBM870 Teaching Material Development (2 credits / 3 js)

Train students to apply the principles of teaching design and development in their respective fields of study. Emphasis is placed on the use of concepts, principles and procedures in the development of teaching manuals and learning handbooks. At the end of the lecture, students are expected to be able to make a set of teaching materials in their field of study for students about the undergraduate level.

 

PBM870 Instructional Package Development (2/3 credit hours)

This course is expected to provide students to imply instructional principles and instructional development in their subject areas. Course emphasizes on the use of concepts, principles and procedures in developing teacher's materials and manual. At the end of the session, student is expected to develop a set of instructional materials in their field of subject matter as teaching materials in the S1 program.

 

PPL880 Practical Field Experience (2 credits / 4js)

Linking theory to practice through the implementation of direct experience in the field that is guided and assessed by the supervisor. Students plan, implement, evaluate educational programs in various institutional and / or social settings. The result of student practice is a product in the form of media and learning technology that has advantages. At the end of the field experience, students are required to compile individual and / or group reports.

 

PPL880 Internship Program (2 credits / 4 hours)

This course is directed to provide students toimplement theory and practice through hand on experience guided and appraised by advisors. Students plan, execute and evaluate educational programs in any setting of institutions and / or society. Student yields a product of media and instructional technology. At the end of the practice period, students are required to make a report individually and / or group.

 

TES890 Thesis Compilation (6 credits)

Provide opportunities for students to do independent work in planning and implementing a scientific work on an educational problem in accordance with the student's field of specialization and writing a report in the form of a thesis under the guidance of at least two thesis supervisors. This scientific work can be in the form of the results of a study or the results of a project activity that produces a particular product in the field of education and teaching such as: curriculum, teaching materials, evaluation instruments, etc. Included in thesis writing activities is the obligation to submit research / project proposals in a study program seminar forum which is attended by all thesis supervisors, research methods lecturers, study program lecturers, and department students.

 

TES890 Thesis Writing (6 credit hours)

This course is designed to provide students to work individually in planning and doing a scientific writing in terms of educational problems or educational problems according to student's specialty as well as writing report in the form of thesis under the guide of at least two advisors. The scientific composition can be a result of research or a certain project, ie curriculum, instructional materials, evaluation instruments, and so forth. Including this activity is obligatory to apply a research or project proposal in a seminar forum of study program and attended by all thesis advisors, lecturers of research method, lecturers, and students.

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