Curriculum of MP-CE

Currently, there are two curricula in use, Curriculum 2018 and Curriculum 2023, which are continuously evaluated and refined to adapt to changing needs:

Curriculum 2018

1. Program Education Objectives (PEO)

Referring to the vision and mission, the following are the objectives of the Master of Program of Chemistry Education (MP-CE):

PEO	Description	Indicator
PEO-1	Chemistry Education Thinkers	Have the ability to think critically in the science of chemistry education, so that they can explore various issues and ways to solve problems.
PEO-2	Chemistry Education Researcher	Conduct research in the field of chemistry education, so that they can find problems in the practice of chemistry education, use and/or develop relevant research methodologies and implement them.
PEO-3	Chemistry Education Developer	Develop various aspects in chemistry education, such as pedagogy, curriculum, assessment, media, and practicum at various levels of education.
PEO-4	Chemistry Education Practitioner	Conduct and/or participate in the practice of chemistry education, such as teachers, lecturers, coaches and tutors.

2. Degree of Study Program

The degree for graduates of MP-CE is Master of Education - "M.Ed."

3. Curriculum Development Study

4. Graduate qualification profile

Graduate Profile	Description
Chemistry Education Thinkers	Have the ability to think critically in the science of chemistry education, so that they can explore various issues and ways to solve problems.
Chemistry Education Researcher	Conduct research in the field of chemistry education, so that they can find problems in the practice of chemistry education, use and/or develop relevant research methodologies and implement them.
Chemistry Education Developer	Develop various aspects in chemistry education, such as pedagogy, curriculum, assessment, media, and practicum at various levels of education.
Chemistry Education Practitioner	Conduct and/or participate in the practice of chemistry education, such as teachers, lecturers, coaches and tutors.

5. Learning Outcomes

1. ATTITUDE
S1	Demonstrate scientific, educative, and religious attitudes and behaviors, which contribute to improving the quality of life in society, nation, and state based on culture, norms, and academic ethics.
2. KNOWLEDGE
P1	Mastering the fundamentals of chemistry and its applications so as to be able to keep up with chemical developments.
P2	Mastering the science of chemical pedagogy, chemical scientific philosophy, psychology of learner development, curriculum and other relevant knowledge to develop knowledge of school chemistry education.
3. GENERAL SKILLS
KU1	Able to integrate learning and innovation skills, mastery of technology and information, career development, and life skills to become a lifelong learner.
KU2	Able to develop and publish logical, critical, systematic, and creative thinking through scientific research, creation of designs or works of art with an interdisciplinary or multidisciplinary approach, which pays attention to and applies humanities values in accordance with their field of expertise.
4. SPECIALIZED SKILLS
KK1	Able to deepen or expand the science of chemical education by analyzing current and actual cases and processing chemical materials into pedagogy of school chemistry materials.
KK2	Able to solve chemistry education problems related to content, learning, curriculum, experiments, values (ethics) and assessment through analytical, descriptive or experimental approaches; to be able to contribute to the chemistry education research roadmap using an inter- or multi-disciplinary approach.
KK3	Able to produce research work in the form of content, models, approaches, methods and assessments in the field of chemistry education and learning.
KK4	Able to carry out and manage research and development in the field of chemical education that benefits the community and the development of chemical education science and increases the effectiveness of chemical learning practices in schools.
KK5	Able to publish research work in international seminars and / or accredited national or international scientific journals referred to improve and develop the praxis of chemistry education in schools.

6. Struktur Kurikulum

In accordance with Kepmendiknas No. 232/U/2000, Higher Education Content Standards (BSNP, 2010), the study load of the SPs UPI Chemistry Education Master Program is 36-42 credits scheduled for 4 (four) semesters and can be taken in less than 4 (four) semesters and for a maximum of 8 (eight) semesters including the preparation of a thesis, after an undergraduate program, or its equivalent. The structure of the SPs UPI Master of Chemistry Education Curriculum is grouped into:

Postgraduate Expertise Courses (MKKPs) amounting to 7 credits consisting of 3 courses.
Study Program Core Expertise Courses (MKKIPS) of 15 credits consisting of 7 courses.
Study Program Elective Expertise Courses (MKKPPS) which must be taken 8 credits (4 courses) out of 24 credits (12 courses) offered.
Aanvullen Course (MKAv) for students with a non-field undergraduate background of 12 credits.
Thesis Course of 8 credits.

Course Distribution Table

No.	Code	Courses	Credit	Semester
No.	Code	Courses	Credit	1	2	3	4
Postgraduate Expertise Courses (MKKPs)
1.	PS701	Applied Statistics	3	X
2.	PS702	Philosophy of Science	2	X
3.	PS703	Pedagogical Studies	2		X
Total credits of MKKPs			7	5	2	0	0
B. Study Program Core Expertise Courses (MKKIPS)
1.	KI704	School Chemistry Curriculum and Learning	2	X
2.	KI705	Development of Chemistry Teaching Materials	2		X
3.	KI706	Chemistry Learning Assessment	2		X
4.	KI707	Capita Selecta Chemical Physics	2	X
5.	KI708	Chemistry Practicum Design	2	X
6.	KI709	Current Issues in Chemistry Education	2	X
7.	KI710	Applied Research Methodology	3		X
Total Credits of MKKIPS			15	8	7	0	0
C. Study Program Elective Expertise Courses (MKKPPS)*
1.	KI711	Capita Selecta Analytical Chemistry	2		X
2.	KI712	Capita Selecta of Inorganic Chemistry	2		X
3.	KI713	Capita Selecta Organic Chemistry	2		X
4.	KI714	Biotechnology Techniques and Applications	2		X
5.	KI715	Value Education in Chemistry	2			X
6.	KI716	Sustainable Chemistry Education	2			X
7.	KI717	Development of ICT-based Chemistry Learning Media	2			X
8.	KI718	School Chemistry Learning Problems	2			X
9.	KI719	Intertextuality of Chemistry Learning	2			X
10.	KI720	Materials Chemistry	2			X
11.	KI721	Environmental Chemistry	2			X
12.	KI722	Food and Drug Chemistry	2			X
Total Credits of MKKPPS that must be taken			8	0	6	2	0
D. Aanvullen Course (MKAv)**
1.	KI326	Chemistry Learning Strategies	3	X
2.	KI327	Chemistry Learning Evaluation	3	X
3.	KI328	ICT Literacy and Chemistry Learning Media	3		X
4.	KI329	Chemistry Learning Planning	3		X
Total Credits of MKAv			12	6	6	0	0
F. Thesis
1.	KI799	Thesis	8				X
Total Credits of Tesis			8	0	0	0	8

* Number of credits for students with the same educational background			38	13	15	2	8
** Number of credits for students with a non-field education background (including Aanvullen)			50	19	21	2	8

Description:

*)	Must be taken by all students for 6 credits from the total credits provided.
**)	Matriculation is only taken by students who do not have the same educational background before taking other courses.

7. Course Distribution

The structure of the MP-CE curriculum in 2018 includes groups of study fields, distribution of courses for each semester, compulsory and elective courses, learning methods, and student workload for each semester shown in the following figure:

57 ECTS for students from graduates in same the field

75 ECTS for students from graduates outside the field

8. Learning Process

Students of the Chemistry Education Master Program are expected to position themselves as active and independent learners. The learning process is student centered with various models, approaches and methods that are appropriate. Student learning experiences apply learning strategies that can develop student abilities in aspects of knowledge, thinking skills and values (discipline, responsibility, honesty, etc.) proportionally. The learning process implemented can develop presentation skills, writing scientific papers, cooperation, creativity, appreciative inquiry, and innovation.

Reasoning ability and intellectual attitude are the concerns of the Chemistry Education Study Program S2. For this reason, each course is strived to carry out a learning with multi-directional communication, utilizing the potential of students to be able to develop in accordance with the achievements of the course, in order to achieve the profile of graduates.

To equip students to carry out their research as the completion of their final project, the curriculum contains courses related to epistemic processes, such as philosophy of science courses, research methodology, chemometrics, and courses related to instrumentation skills.

In principle, all student knowledge and skills gained from the teaching and learning process in the Chemistry Education Study Program S2 have a relationship with Community Service activities. Every Chemistry Education Study Program S2 student is required to participate in community service activities with lecturers. Participation in community service activities is a condition for participation in the trial exam.

Each course has a contribution to the formation of students' ability to make scientific papers. The ability to search literature and write scientific papers can be done by providing structured and controlled assignments related to the topic or focus of lecture studies.

The learning load of 1 credit in the learning process in the form of lectures, receptions or tutorials consists of 1) face-to-face activities: 50 minutes per week per semester; 2) structured assignment activities 60 minutes per week per semester; and 3) independent activities 60 per week per semester. Learning load of 1 credit in the learning process in the form of seminars or other similar forms, consists of 1) face-to-face activities: 100 minutes per week per semester; and 2) independent activities of 70 minutes per week per semester. 1 credit learning load in the learning process in the form of practicum, studio practice, workshop practice, field practice, research, community service and or other similar learning processes 170 minutes per week per semester.

The frequency of lectures in 1 semester is 14-16 meetings, including midterm and final exams, with details of 1) face-to-face 12-14 meetings; 2) midterm exam 1 meeting; 3) final exam 1 meeting. Lecturers who have not reached a minimum of 12 face-to-face meetings are required to complete the lecture before the course exam is held. The number of hours of practicum and field work is determined according to the needs of the practicum and the needs of the field work.

9. Assessment

Assessment is aimed at assessing the process and results of student learning by using tests and non-tests on an ongoing basis. Process assessment includes attendance, assignments, activeness and attitude, while learning outcomes assessment includes Performance Exams, Portfolios, Unit Exams, UTS, UAS and Qualification Exams. The study success score for each course is the cumulative result of the assignment component, midterm exam, semester final exam, and other assessment components.

Assessment of student study success for each course is based on benchmark reference assessment (PAP). With this reference, the value of student achievement of objectives/competencies is determined based on predetermined criteria.

The success of students in following a course is expressed by the final grade according to the following benchmarks.

Category Value			Ability Level
Letters	Numbers	Quality Degree	Ability Level
A	4,0	Special	92-100
A-	3,7	Almost Special	86-91
B+	3,4	Very Good	81-85
B	3,0	Good	76-80
B-	2,7	Fairly Good	71-75
C+	2,4	More than enough	66-70
C	2,0	Enough	60-65
D	1,0	Lack	55-59
E	<1,0	Failed	< 55

The assessment of the trial exam is given using a scale of 100, with a minimum passing score of 71.
To be able to take the UAS, students must 1) be registered as students participating in the course concerned; b) attend lectures in the course concerned at least 80%; and c) not undergoing academic punishment.

Course exams are held at least 2 times in 1 semester, namely midterm exams (UTS) and final semester exams (UAS), and can be replaced by assignments. Examinations are carried out under the responsibility of the lecturer in charge of the course concerned. The exam schedule is coordinated by the Academic Directorate in accordance with the academic calendar. The final program exam (trial exam) can be held every month. Lecturers can provide remedial learning and exams to students who are deemed not to have met the graduation limit before the end of the grade entry period. The maximum grade for re-examination is C.

Students can continue their studies if they have passed the qualification examination. The qualification exam is further regulated in the guidelines published by SPs. Students can take the qualification exam if after 2 semesters they can collect a minimum of 24 credits (for those from the same study program) or after 3 semesters they can collect a minimum of 36 credits (including aanvullen for those from a different study program) and achieve a GPA ≥ 2.75. Students who do not meet these GPA demands and/or do not pass the qualification exam must resign or change study programs. The SPs Director submits a proposal to the Chancellor to determine the decision letter.

10. Mapping of CPPS with CPMK

Code

Course Group

Credits

Attitude

General Skills

Knowledge

Specialized Skills

A. Postgraduate Skills Course (MKKPs)

PS611

Philosophy of Science

PS603

Applied Statistics

PS701

Pedagogical Studies

B. Core Courses of Study Program (MKKIPS)

KI601

School Chemistry Curriculum and Learning

KI602

Development of Chemistry Teaching Materials

KI603

Chemistry Learning Assessment

KI604

Capita Selecta Chemical Physics

KI605

Chemistry Practicum Design

KI606

Current Issues in Chemistry Education

KI607

Applied Research Methodology

C. Elective Expertise Course of Study Program (MKKPPS)

KI608

Capita Selecta Analytical Chemistry

KI609

Capita Selecta of Inorganic Chemistry

KI610

Capita Selecta Organic Chemistry

KI611

Biotechnology Techniques and Applications

KI700

Value Education in Chemistry

KI701

Sustainable Chemistry Education

KI702

Development of ICT-based Chemistry Learning Media

KI703

School Chemistry Learning Problems

KI704

Intertextuality of Chemistry Learning

10.

KI705

Materials Chemistry

11.

KI706

Environmental Chemistry

12.

KI707

Food and Drug Chemistry

D. Aanvullen Course (MKAv) *)

KI370

Chemistry Learning Strategies

KI371

Chemistry Learning Evaluation

KI372

ICT Literacy and Chemistry Learning Media

KI380

Chemistry Learning Planning

F. Thesis

KI799

Thesis

Desciption

T :the contribution of MK to CPPS is high

S :the contribution of MK to CPPS is moderate

R :contribution of MK to CPPS is low

11. Learning Outcome Mapping towards KKNI and EQF

EQF	KKNI	LO of MP-CE
Knowledge and Understanding
Highly specialized knowledge, some of which is leading knowledge in the field of study, as the basis for original thinking and research Critical awareness of knowledge issues in a field and at the intersection of various fields	Able to develop science, technology, and/or art in their field of expertise or profession through research and development; produce innovative and reputable works.	Master the fundamentals of chemistry and its application so that they are able to keep up with chemical developments. (P1) Master the science of chemical pedagogy, philosophy of chemical science, psychology of student development, curriculum and other relevant knowledge to develop knowledge of school chemistry education. (P2)
Skills
Specific problem-solving skills are required in research and innovation to develop new knowledge and procedures and integrate knowledge from different fields	Able to solve problems in science, technology, and/or art within the scope of their expertise through an interdisciplinary or multidisciplinary approach.	Able to integrate learning and innovation skills, mastery of technology and information, career development, and life skills to become lifelong learners. (KU1) Able to develop and publish logical, critical, systematic, and creative thinking through scientific research, design or artwork creation with an interdisciplinary or multidisciplinary approach, which pays attention to and applies humanities values in accordance with their field of expertise (KU2) Able to deepen or expand the science of chemistry education by analyzing current and actual cases and processing chemical materials into school chemistry pedagogy. (KK1) Able to solve chemistry education problems related to content, learning, curriculum, experiments, grades (ethics) and assessment through analytical, descriptive or experimental approaches; to be able to contribute to the research roadmap of chemistry education by using an inter- or multi-disciplinary approach. (KK2) Able to produce research works in the form of content, models, approaches, methods and assessments in the field of chemistry education and learning. (KK3) Able to run and manage research and development in the field of chemistry education that is beneficial to the community and the development of chemistry education and increase the effectiveness of chemistry learning practices in schools. (KK4) Able to publish research works in international seminars and/or accredited national or internationally recognized scientific journals to improve and develop the praxis of chemistry education in schools. (KK5)
Autonomy and Responsibility
Managing and changing the context of work or study that is complex, unpredictable, and requires a new strategic approach Responsible for contributing to professional knowledge and practices and for reviewing the team's strategic performance	Able to conduct research and development that is valuable to science and society, as well as gain national and international recognition.	Demonstrate scientific, educational, and religious attitudes and behaviors, which contribute to improving the quality of life in society, nation, and state based on academic culture, norms, and ethics (S1)

Curriculum 2023

1. Program Education Objectives (PEO)

Referring to the vision and mission, the following are the objectives of the MP-CE:

PEO	%	Description	%	Indikator
PEO-1	70%	Educator / Lecturer	35%	Able to teach chemistry and relevant subjects at the primary and secondary education levels in research-based formal, non-formal, informal institutions.
			25%	Able to teach courses in the field of chemical education and / or pedagogy at the higher education level in formal, non-formal, and informal research-based institutions
			10%	Able to continue education at the Doctoral level at home or abroad
PEO-2	20%	Researcher	20%	Able to manage research in the field of chemical education
PEO-3	10%	Education Consultant	10%	Able to facilitate the development of products and services in the field of chemistry and relevant education
Total	100%		100%

2. Degree of Study Program

The degree for graduates of MP-CE is Master of Education - "M.Ed."

3. Curriculum Development Study

4. Graduate Qualification Profile

Graduate Profile	Desciptions
Educator / Lecturer	Able to teach chemistry and relevant subjects at the primary and secondary education levels in research-based formal, non-formal, informal institutions.
	Able to teach courses in chemistry education and/or pedagogy at the higher education level in research-based formal, non-formal, and informal institutions.
	Able to continue education at the Doctoral level at home or abroad
Researcher	Able to manage research in the field of chemical education
Education Consultan	Able to facilitate the development of products and services in the field of chemistry and relevant education

5. Learning Outcomes (LOs)

No	LOs
1	Demonstrate scientific, educative, and religious attitudes and behaviors, which contribute to improving the quality of life in society, nation, and state based on culture, norms, and academic ethics.
2	Develop physical, analytical, organic, inorganic, or applied chemistry content to support chemistry learning through research.
3	Develop knowledge of chemistry pedagogy through research by integrating ICT
4	Develop knowledge of chemical education research through journal reviews, research methods, and the latest data analysis strategies.
5	Able to integrate learning and innovation skills, mastery of technology and information, career development, and life skills to become a lifelong learner.
6	Able to develop and publish logical, critical, systematic, and creative thinking through scientific research, creation of designs or works of art with an interdisciplinary or multidisciplinary approach, which pays attention to and applies humanities values in accordance with their field of expertise.
7	Able to solve chemistry learning problems through an inter or multidisciplinary approach
8	Able to manage research and development of chemistry learning that is innovative, tested and beneficial to society and science
9	Able to publish the results of chemistry learning research nationally or internationally
10	Able to plan and manage the development of products and services in the field of education

6. PEO-CPL Mapping

Code LOs	Program Education Outcome (PEO)
Code LOs	PEO - 1 70 %	PEO - 2 20 %	PEO - 3 10 %	Result
1	✓	✓	✓	100
2	✓			70
3	✓			70
4	✓	✓	✓	100
5	✓	✓	✓	100
6	✓	✓	✓	100
7	✓			70
8		✓		20
9		✓		20
10			✓	10

7. Field of Research (Body of Knowledge)

Chemistry Education Research
Chemical Content
Chemistry Education TPACK
CHARACTER EDUCATION

8. Mapping Fields of Research - Course Content

Course	Sks
FIELD OF RESEARCH: CHEMISTRY EDUCATION RESEARCH
Current Issues in Chemistry Education	3
Models of Chemistry Learning Innovation*	4
Alternative Assessment for Chemistry Learning*	4
Models of Innovation in Teaching Materials and Chemistry Learning Media*	4
Sustainable Chemistry Education*	4
Intertextuality of Chemistry Learning*	4
Capita Selecta of Material Chemistry*	4
Capita Selecta of Environmental Chemistry*	4
Capita Selekta Biochemistry*	4
RESEARCH DESIGN	3
LITERATURE REVIEW	6
APPLIED STATISTICS	3
1ST PUBLICATION	6
2ND PUBLICATION	8
THESIS	8
RESEARCH PROTOCOL SEMINAR	4
MASTER THESIS PROPOSAL	4
SEMINAR ON RESEARCH DATA ANALYSIS	4
SEMINAR ON RESEARCH INSTRUMENTS	4
FIELD OF RESEARCH: CHEMICAL CONTENT
Capita Selecta of Physical Chemistry	4
Capita Selecta of Analytical Chemistry	4
Capita Selecta of Organic Chemistry*	4
Capita Selecta of Inorganic Chemistry*	4
Capita Selekta Biochemistry*	4
FIELD OF RESEARCH: TPACK CHEMISTRY EDUCATION
-	-
School Chemistry Curriculum and Learning	4
Development of Teaching Materials and Chemical Learning Media	4

Chemistry Learning Assessment Development	4
Chemistry Practicum Development	4
FIELD OF RESEARCH: CHARACTER EDUCATION
PHILOSOPHY OF SCIENCE	2
PEDAGOGICAL STUDIES	2

9. Course Mapping - LOs

Courses	Credits	LOs										Total
Courses	Credits	1	2	3	4	5	6	7	8	9	10	Total
-	-	-	-	-	-	-	-	-	-	-	-	15/30
School Chemistry Curriculum and Learning	4	3	3	3		3	3		3		3	21/30
Sustainable Chemical Education*	4	3			3	3	3	3	3			18/30
Intertextuality of Chemistry Learning*	4	3		3		3	3		3			15/30
Current Issues in Chemistry Education	3	3			3	3	3		3			15/30
Capita Selecta of Analytical Chemistry	4		3				3	3				9/30
Models of Chemistry Learning Innovation*	4	3		3		3	3	3	3			18/30
Development of Teaching Materials and Chemical Learning Media	4	3		3	3	3	3		3	3	3	24/30
Chemistry Learning Assessment Development	4	3		3	3	3	3		3	3	3	24/30
Chemistry Practicum Development	4	3	3	3		3	3	3	3	3		24/30
Capita Selecta of Physical Chemistry	4	3	3			3	3	3				15/30
Capita Selecta of Inorganic Chemistry*	4	3	3			3	3	3				15/30
Capita Selecta of Organic Chemistry*	4	3	3		3	3	3	3				18/30
Asesmen Alternatif Pembelajaran Kimia*	4	3		3	3	3	3		3		3	21/30
Models of Innovation in Teaching Materials and Chemistry Learning Media*	4	3		3	3	3	3		3	3	3	24/30
Capita Selecta of Material Chemistry*	4	3	3			3	3	3				15/30
Capita Selecta of Environmental Chemistry*	4	3	3			3	3	3				15/30
Capita Selekta Biochemistry*	4	3	3		3	3	3	3				18/30
PHILOSOPHY OF SCIENCE	2	3				3	3					9/30
PEDAGOGICAL STUDIES	2	3				3	3					9/30
RESEARCH DESIGN	3	3				3	3					9/30
APPLIED STATISTICS	3	3				3	3					9/30
MASTER THESIS PROPOSAL	4	3				3	3					9/30
LITERATURE REVIEW	6	3				3	3					9/30
SEMINAR ON RESEARCH INSTRUMENTS	4	3				3	3					9/30
SEMINAR ON RESEARCH DATA ANALYSIS	4	3				3	3					9/30
THESIS	8	3				3	3					9/30
1ST PUBLICATION	6	3				3	3					9/30
2ND PUBLICATION	8	3				3	3					9/30

10. Course Distribution

The structure of the MP-CE curriculum in 2023 includes groups of study fields, the distribution of courses per semester, compulsory and elective courses, learning methods, and student workload per semester shown in the following figure:

84 ECTS for students from graduates in the same field

99 ECTS for students from graduates outside the field

11. Learning Process

The implementation of the learning process of the MP-CE prioritizes the use of case methods, team-based projects, and other participatory learning methods. The learning process can be carried out in the form of face-to-face, long-distance, or a combination of face-to-face and long-distance supported by digital modules on the UPI Integrated Online Learning System (SPOT) application. The learning load of 1 credit is equal to 45 hours per semester. In this case, the implementation of learning will be arranged as follows: a) face-to-face learning can be carried out less than 16 meetings; b) learning can be carried out with a block system, namely utilizing 45 hours per semester credit unit in a shorter number of face-to-face meetings; c) learning can be carried out in a blended learning.

MP-CE students can also take advantage of learning experience programs outside the Study Program that can be converted into credits in the form of student mobility or Summer Courses. In the student mobility program, students have the opportunity to take part in the learning process at reputable universities at home and abroad to enrich and improve their insights and competencies in the real world according to their interests and aspirations. While the Summer Courses program, students can take part in education or training organized by reputable universities at home and abroad at the end of the academic year.

12. Assessment

Assessment of learning outcomes for MP-CE students uses a class-based assessment approach that is carried out in an integrated manner during the learning process for the achievement of learning outcomes and mastery of competencies. The value of learning success for each course is the cumulative value of all components of learning outcomes assessment which includes aspects of: student participation, project results; assignments; quizzes; Midterm Exams; and Final Semester Exams. The standard for assessing the learning success of each course is based on the Benchmark Assessment standard (PAP). Assessment of student learning outcomes takes the form of formative assessment and summative assessment. The results of the assessment of learning outcomes in each semester are expressed by the Semester Achievement Index (IPS); and the end of the Study Program is expressed by the Cumulative Achievement Index (GPA). The eligibility of IPS achievement and eligibility to continue the study are regulated in the UPI Education Management Guidelines.Study completion activities for Chemistry Education Masters students consist of: 1. Qualification Examination; 2. Preparation of Final Project; and 3. Scientific Publication. The Qualification Examination is a comprehensive assessment that aims to obtain an overview of the Graduate Learning Outcomes (LLOs), mastery in the field of science they have studied, demonstrate, analyze, synthesize, and integrate their learning outcomes as evidence of the achievement of the level of critical thinking skills, integration of theory and practice, analytical reflection and understanding of the matters tested. The preparation of the final project in the form of a thesis is carried out through the stages of submitting a proposal, mentoring, and examination in two stages. Students are declared to have passed the thesis examination if they achieve at least an average score of 3.00. In addition, in an effort to increase the guarantee of intellectual property, prevent plagiarism, and improve the quality of research, students must write the results of their research in the form of scientific papers.

13. Mapping Learning Outcomes (LO) to KKNI and EQF

EQF	KKNI	LO of MP-CE
Knowledge and Understanding
Highly specialized knowledge, some of which is leading knowledge in the field of study, as a basis for original thinking and research Critical awareness of knowledge issues within a field and at the intersection of various fields	Able to develop science, technology, and/or art in the field of expertise or profession through research and development; produce innovative and reputable work.	Develop physical, analytical, organic, inorganic, or applied chemistry content to support chemistry learning through research Develop knowledge of chemistry pedagogy through research by integrating ICT Develop knowledge of chemistry education research through journal reviews, research methods, and the latest data analysis strategies
Skills
Specific problem-solving skills are required in research and innovation to develop new knowledge and procedures and integrate knowledge from different fields.	Able to solve problems of science, technology, and/or art within the scope of their expertise through an interdisciplinary or multidisciplinary approach.	Able to integrate learning and innovation skills, mastery of technology and information, career development, and life skills to become a lifelong learner. Able to develop and publish logical, critical, systematic, and creative thinking through scientific research, creation of designs or works of art with an interdisciplinary or multidisciplinary approach, which pay attention to and apply humanities values in accordance with their field of expertise. Able to solve chemistry learning problems through an inter or multidisciplinary approach Able to manage research and development of chemical learning that is innovative, tested and beneficial to society and science Able to publish the results of chemical learning research nationally or internationally Able to plan and manage the development of products and services in the field of education
Autonomy and Responsibility
Managing and changing work or study contexts that are complex, unpredictable, and require new strategic approaches Responsible for contributing to professional knowledge and practice and for reviewing the strategic performance of the team	Able to conduct research and development that is beneficial to science and society, and gain national and international recognition.	Demonstrate scientific, educative, and religious attitudes and behaviors, which contribute to improving the quality of life in society, nation, and state based on culture, norms, and academic ethics.

Curriculum of MP-CE

Curriculum 2018

1. Program Education Objectives (PEO)

2. Degree of Study Program

3. Curriculum Development Study

4. Graduate qualification profile

5. Learning Outcomes

6. Struktur Kurikulum

7. Course Distribution

8. Learning Process

9. Assessment

10. Mapping of CPPS with CPMK

11. Learning Outcome Mapping towards KKNI and EQF

Curriculum 2023

1. Program Education Objectives (PEO)

2. Degree of Study Program

3. Curriculum Development Study

4. Graduate Qualification Profile

5. Learning Outcomes (LOs)

6. PEO-CPL Mapping

7. Field of Research (Body of Knowledge)

8. Mapping Fields of Research - Course Content

9. Course Mapping - LOs

11. Learning Process

12. Assessment

13. Mapping Learning Outcomes (LO) to KKNI and EQF

Master Program of Chemistry Education

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