Curriculum 2023

fpmipa@upi.edu

Indonesia

CURRICULUM 2023

1. Program Education Objectives (PEO)
2. Degree of Study Program
3. Curriculum Development Study
4. Graduate qualification profile
5. Learning Outcomes
6. PEO-CPL Mapping
7. Field of Research (Body of Knowledge)
8. Mapping Fields of Research - Course Content
9. Course Mapping - LOs
10. Course Distribution
11. Learning Process
12. Assessment
13. Mapping Learning Outcomes (LO) to KKNI and EQF

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.