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Konsep dan Implementasi Kurikulum Outcome Based Education (OBE).pptx

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Harjum Muharam

Issues in Higher Education, Teaching & Learning Why Outcome-based Education? Outcome-based Education Implementation of OBE Characteristics of OBE Curricular Operation Models of OBE Programme Objectives Programme Outcomes Learning Outcomes Assessment Issues and Tools Continual Quality Improvement Blanded Learning

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OUTCOME BASED EDUCATION and Blended Learning Disampakai Dalam Seninar Outcome Based Education And Blanded Learding Prodi S1 Manajemen Fakultas Ekonomi UNJ Jakarta, 7 Juni 2021 OLEH: Dr. HARJUM MUHARAM, SE, ME, CWM KETUA DEPARTEMEN MANAJEMEN FEB UNIVERSITAS DIPONEGORO
Outline ? Issues in Higher Education, Teaching & Learning ? Why Outcome-based Education? ? Outcome-based Education ? Implementation of OBE ? Characteristics of OBE Curricular ? Operation Models of OBE ? Programme Objectives ? Programme Outcomes ? Learning Outcomes ? Assessment Issues and Tools ? Continual Quality Improvement ? Blanded Learning
?Accountability towards students ¨Cfulfilling requirements of the curriculum ?Satisfying needs of industry ¨C unemployed graduates ?Maintaining academic standards ¨C unaccredited programmes ?Accountable to grant providing organizations (stakeholders) ?Accreditation ¨C outcome based education Issues In Higher Education
Issues In Teaching And Learning ? Student intake ¨C qualification and quantity ? Staff ¨C Qualification and competency ? Teaching process ¨C transparent and control ? Assessment - outcomes ? Courses ¨C up to date and relevant ? Facilities ¨C sufficient and up to date
Why Outcome-based Education? Market & Community Demand Kebijakan Belajar Merdeka International Accreditation
OUTCOME BASED EDUCATION addresses the following key questions: ? What do you want the students to have or able to do? ? How can you best help students achieve it? ? How will you know what they have achieved it? ? How do you close the loop
OUTCOME BASED EDUCATION addresses the following key questions (continue): ? Who are our stakeholders? ? What services do we provide? ? Do constituencies understand our objectives? ? What services, facilities and policies must be present? ? How do we measure our results? ? How do we use these results for CQI? ? Are we achieving our objectives and improving? ? Are our constituencies satisfied?
Outcome-based Education Focuses on student learning by: ? Using learning outcome statements to make explicit what the student is expected to be able to know, understand or do; ? Providing learning activities which will help the student to reach these outcomes; ? Assessing the extent to which the student meets these outcomes through the use of explicit assessment criteria.
Outcome-based Education Curriculum, Staff & Facilities Graduates with Outcomes Teaching & Learning Constituents requirements (Develop objectives) Constituents satisfaction (Achieving objectives) Continual Quality Improvement
Implementation of OBE Program ? Effective Program Educational Objectives. ? Effective Program Outcomes. ? Practical Assessment Tools. ? Effective Assessment Planning. ? Robust Evaluation Planning. ? CQI procedures in place
Characteristics of OBE curricula ? It has program objectives, program outcomes, course outcomes and performance indicators. ? It is objective and outcome driven, where every stated objective and outcomes can be assessed and evaluated. ? It is centered around the needs of the students and the stakeholders.
Characteristics of OBE curricula (cont¡­) ? Every learning outcome is intentional and therefore the outcomes must be assessed using suitable performance indicators. ? Program objectives address the graduates attainment within 3-5 years after their graduation. ? Program outcomes, which consist of abilities to be attained by students before they graduate, are formulated based on the program objectives.
Characteristics of OBE curricula (cont¡­) ? Program outcomes address Knowledge (K), Skills (S) and Attitudes (A) to be attained by students. ? Teaching / Learning method may have to be integrated to include different delivery methods to complement the traditional Lecturing method.
Operation Models for OBE Yr. 4 Yr. 3 Yr. 2 Yr. 1 K 70% S&A 30% S&A 30% K 70% K 70% S&A 30% S&A 30% K 70% Distribution of K, S,Aelements throughout the 4 years A B C D A B C D
Mision and Vision Diponegoro University Vision ¡°Diponegoro University Becoming a Superior Research University¡± Mission 1. Providing education to produce excellent and competitive graduates. 2. Conducting research leading to publications, Intellectual Property Rights (IPR), textbooks, policies and technologies that effectively and efficiently utilized to promote cultural and local resources. 3. Organizing community services leading to publications, Intellectual Property Rights (IPR), textbooks, policies and technologies that effectively and efficiently utilized to promote cultural and local resources. 4. Developing professionalism, capability, accountability in the governance of the university as well as the independence of the institution to conduct higher education.
Mision and Vision (cont¡­) Faculty of Economics and Business Vision Becomes one of the leading Faculties of Economics and Business in the implementation of Tri Dharma (Three Universities Dedication) at both national and international level as well as embeded in the community environment¡± Mission 1. Organizing academic and professional education in economics and Business which produces religious, independent graduates that put Pancasila into practice, open minded with sophisticated science and technology, and having ability to compete globally. 2. Producing excellent researches that are responsive to the dynamic environment, able to spur changes in science and technology for the benefits of society. 3. Organizing community service programs based on economics and business science and technology as well as local wisdom. 4. Being a responsive faculty and an agent of change in science and technology. 5. Being a science and technology development agencies in the field of economics and business especially in the social environment. 6. Promoting the establishment of good university governance
Programme Objectives ? What the programme is in preparing graduates for their career and professional accomplishments (published) ? Consistent with institution missions (evidence) ? Involvement of constituents / stakeholders (evidence)
? Expected to know and able to perform or attain by the time of graduation (skills, knowledge and behaviour/attitude) ? Outcomes (a) to (k) Programme Outcomes
Programme Outcomes 1. Ability to acquire and apply fundamental principles of science 2. Capability to communicate effectively. 3. Acquisition of technical competence in specialised areas of management and business 4. Ability to identify, formulate and model problems and find organization and business solutions based on a management approach. 5. Ability to conduct research in chosen fields of management and business. 6. Understanding of the importance of sustainability and cost- effectiveness in design and development of organization and business solutions. 7. Understanding and commitment to professional and ethical responsibilities. 8. Ability to work effectively as an individual, and as a member/leader in a team. 9. Ability to be a multi-skilled manager with good technical knowledge, management, leadership and entrepreneurial skills. 10. Awareness of the social, cultural, global and environmental responsibilities as an manager 11.Capability and enthusiasm for self-improvement through continuous professional development and life-long learning
? Outcomes that are expected from a certain subject and these are assessed and evaluated through various measurement tools. Learning Outcomes
Requirements from the students ? Active role ¨C must come prepared for each class; contribute by teaching others, actively participating, taking risks, learning from instructor/classmates ? Ethics ¨C respect, trust and openness ? Committed to learning ¨C continual improvement
Assessment Tools ? Exit surveys, Exit interviews (P) ? Alumni surveys and interviews (P) ? Employer surveys and interviews (P) ? Job offers, starting salaries (relative to national benchmark) (P) ? Admission to graduate schools (P) ? Performance in group and internship assignments (P,C) ? Assignments, report and tests (P,C) P: Program C: Course
Assessment Tools (cont¡­) ? Student surveys, individual and focus group interviews (P,C) ? Peer-evaluations, self evaluations (P,C) ? Student portfolios (P,C) ? Behavioral observation (P,C) ? Written tests linked to learning objectives (C) ? Written project reports (C) ? Oral presentation, live or videotape (C) ? Research proposals, student-formulated problems (C) ? Classrooms assessment techniques (C) P: Program C: Course
Continual Quality Improvement ? Assessment and evaluation processes provide critical information to faculty (lecturers) and administrators on the effectiveness of the design, delivery, and direction of an educational program - CQI ? Improvements based on feedback from evaluations will close the system loop and the process will continue year after year.
OUTCOME BASED EDUCATION
KOMPONEN KURIKULUM BERBASIS KKNI Visi, Misi, dan Tujuan Prodi Rumusan Profil Alumni Rumusan Capaian Pembelajaran Rumusan Kurikulum Rencanan Pembelajaran Semester Surat Keterangan Pendamping Ijazah
START Kurikulum Kesesuaian dgn SNDIKTI Sesua i A Tdk Ya Proses Evaluasi Kurikulum 2017
A Rekonstruksi Sebaran Mata Kuliah Permendikbud No.3 tahun 2020 Pasal 18 ayat (3) Pemilihan prioritas MK Wajib Prodi 8 sem ? 5 sem Perek No. 4 tahun 2020 Ttg. Perak bid. Pendidikan S1 Pasal 19 Sosialisasi Kurikulum Kampus Merdeka Pelaksanaan Kurikulum Kampus Merdeka Evaluasi End
? Penempatan mata kuliah pada tiap semester disesuaikan dengan tingkat kesulitan dan pra- syarat (apabila ada) ? Mata kuliah pengantar dan umum ditempatkan pada semester awal ? Mata kuliah lanjutan pada semester tengah ? Mata kuliah tugas akhir ditempatkan pada akhir semester Sebaran Mata Kuliah
Pembelajaran dapat diluar Program Studi dalam UNDIP ¨C Kode U Pembelajara n di dalam Prodi ¨C Kode P Pembelajaran dapat diluar Undip (mhs Undip) ¨C Kode L Pembelajaran dari luar Undip (bukan mahasiswa Undip) ¨C kode L MK Wajib Nasional MK Wajib Universitas MK Wajib Program Studi MK Pilihan Agama Bhs. Inggris MK WPS 1 MKP 1 MKP 1 Pancasila & Kewarganeg aran Internet of Things (IoT) MK WPS 2 MKP 2 MKP 2 Bahasa Indonesia Olah Raga MK WPS 3 MKP 3 MKP 3 Kewirausaha an MK WPS ¡­ MKP ¡­ MKP ¡­ Kuliah Kerja Nyata MK WPS ¡­ MKP ¡­ MKP ¡­ Tugas Akhir (MKWU) MKP ¡­ MKP ¡­ Satu (1) Semester Lima (5) Semester Dua (2) Semester Dua (2) Semester
1 2 3 4 5 No. Kelompok MK Nama Mata Kuliah Kode MK Beban SKS Sem. 1. MK. Wajib Nasional (MKWN) Agama 2 1/2 2. Pancasila dan Kewarganegaraan 3 1/2 3. Bahasa Indonesia 2 1/2 Total SKS MK Wajib Nasional 4. MK. Wajib Universitas (MKWU) Bahasa Inggris 2 1/2 5. Internet of things (IoT) 2 1/2 6. Olah Raga 1 1 7. Kewirausahaan 2 5 8. Kuliah Kerja Nyata 3 8 9. Tugas Akhir 4 - 6 8 Total SKS MK Wajib UNDIP ¡­ MK. Wajib Program Studi (MKPS) ¡­ ¡­ ¡­ Total SKS MK Wajib Program Studi ¡­ MK. Pilihan (MKP) ¡­ ¡­ Total SKS MK Pilihan Program Studi ¡­ MK. Magang ¡­ Total SKS MK Magang IN-BOND OUT-BOND NON-TA Di luar prodi DALAM UNDIP Di Prodi DALAM UNDIP Di luar prodi DILUAR UNDIP
Ketentuan Pengambilan Mata Kuliah ? Mata Kuliah dibentuk dari korelasi antara bahan kajian dan capaian pembelajaran, dimana setiap bahan kajian mengandung bobot bahan kajian sehingga kedalaman mata kuliah dapat ditentukan yang dinyatakan dalam bentuk SKS Mata Kuliah terdiri dari: 1. Mata Kuliah Wajib Nasional, (7 SKS) 2. Mata Kuliah Wajib Universitas, (14-16 SKS) 3. Mata Kuliah Wajib Program Studi (min 60 % dari total SKS) 4. Mata Kuliah Pilihan (maks 24 SKS) 5. Mata Kuliah Magang/Bentuk Lainnya ? Proses pembelajaran untuk kumpulan mata kuliah Wajib Nasional dan Universitas (dirancang di semester 1 dan 2, kecuali Kewirausahaan, KKN dan Tugas Akhir), mahasiswa dapat memilih dilakukan diluar program studi dalam Undip, dilaksanakan selama 1 sampai 2 semester. Pelaksanaan MK Nasional dan Universitas dikoordinasikan oleh Universitas, kecuali untuk Tugas Akhir dilakukan oleh Prodi masing-masing.
Desain Kurikulum dan Portfolio Lulusan ?SNMPTN ?SBMPTN ?UM (& SBUB) PMB Orientasi KWU Karakter Life-skill-IoT Major Subjects (Prodi) MKDK MKBK MKKPP Minor Subjects MK antar F&U Magang Keg. kemhswaan KURIKULUM 2020 ¨C MERDEKA BELAJAR ? IT Literacy ¨C Flexibility ¨C Industrial recognition Career Development ? Job Creator (KKIB) ? Job seeker (UCC) Lulusan Corporate/Instansi Mitra Universitas- Prodi Prodi Merdeka Belajar (Diluar Prodi)
? MK Universitas & Prodi (40-48 sks) ? Penguatan Pendidikan Karakter ? Mapping Potensi Karir Tahun Pertama ? MK Prodi (40-42 sks) ? Kegiatan Pembinaan Karir/Kemahasiswaan (2-3 sks) contoh: kegiatan wirausaha mahasiswa Tahun Kedua ? MK Di Luar Prodi/ Luar Universitas (30-35 sks) ? Kegiatan Magang/ Kemahasiswaan (3-6 sks) ? Kegiatan Pembinaan Karir/KKN (2-3 sks) Tahun Ketiga ? Capstone penelitian/ abdimas dosen (2-3 sks) ? KKN/Magang (3-6 sks) Semester antara ? MK di Luar Prodi Undip (20 sks) ? Skripsi/TA ? Capstone penelitian/abdimas dosen Tahun Keempat CONTOH SKENARIO KURIKULUM 2020
KERANGKA UMUM KURIKULUM MERDEKA BELAJAR PRODI S1 MANAJEMEN FEB UNDIP ? Kurikulum Didesain Untuk Masa Studi 8 Semester ? Jumlah SKS 146, Termasuk Skripsi dan KKN ? Adopsi Kurikulum Merdeka Belajar Meliputi Aspek: 1. Credit Transfer System (CTS) I Semester di Luar UNDIP (PTNBH atau Kampus di LN yang bereputasi) 2. Kuliah Lintas Prodi di UNDIP Untuk MK Pilihan 3. Magang 1 Semester Setara dengan 18 SKS 4. Start-up Business untuk Konsentrasi Kewirausahaan ? Kurikulum berlaku untuk angkatan 2020
PILIHAN AKTIVITAS BELAJAR KURIKULUM MERDEKA BELAJAR PRODI S1 MANAJEMEN FEB UNDIP ? PILIHAN AKTIVITAS BELAJAR MAHASISWA 1. 8 SEMESTER PENUH STUDI DALAM PRODI 2. 7 SEMESTER STUDI DALAM PRODI + 1 SEMESTER CTS (PTNBH atau PT di LN yang bereputasi) 3. 7 SEMESTER STUDI DALAM PRODI + 1 SEMESTER STUDI LINTAS PRODI DI UNDIP 4. 7 SEMESTER STUDI DALAM PRODI + 1 SEMESTER MAGANG DI PERUSAHAAN ATAU LEMBAGA NEGARA 5. 6 SEMESTER STUDI DALAM PRODI + 1 SEMESTER CTS + 1 SEMESTER MAGANG 6. 6 SEMESTER STUDI DALAM PRODI + 1 SEMESTER CTS + 1 SEMESTER STUDI LINTAS PRODI 7. 6 SEMESTER STUDI DALAM PRODI + 1 SEMESTER MAGANG + 1 SEMESTER STUDI LINTAS PRODI 8. 5 SEMESTER STUDI DALAM PRODI + 1 SEMESTER CTS + 1 SEMESTER STUDI LINTAS PRODI + 1 SEMESTER MAGANG
IMPLEMENTASI KURIKULUM MERDEKA BELAJAR PRODI S1 MANAJEMEN FEB UNDIP ? Kegiatan CTS 1. Menambah Universitas Partner (MoU dan SPK) 2. Membuat SOP (Konversi MK dan Konversi Nilai) 3. CTS dapat dilakukan pada semester 3 dan seterusnya ? Kegiatan Studi Lintas Prodi di UNDIP 1. Mata Kuliah yang sama dengan Mata Kuliah yang ditawarkan di Prodi S1 Manajemen 2. Mata Kuliah Pilihan sepanjang relevan dengan CPL ? Kegiatan Magang 1. MoU dan SPK dengan Perusahaan atau Institusi Lain yang aktivitasnya relevan untuk mendukung tercapainya CPL 2. Membuat SOP dan Panduan Magang ? Start-Up Business 1. Membuat Pedoman Stast-up Business 2. Implemetasi kerjasama dengan KKIB (Inkubator Bisnis)
Konsep dan Implementasi Kurikulum Outcome Based Education (OBE).pptx
KERANGKA UMUM KURIKULUM MERDEKA BELAJAR PRODI S1 MANAJEMEN FEB UNDIP ? Kurikulum Didesain Untuk Masa Studi 8 Semester ? Jumlah SKS 146, Termasuk Skripsi dan KKN ? Adopsi Kurikulum Merdeka Belajar Meliputi Aspek: 1. Credit Transfer System (CTS)/Pertukaran Mahasiswa, I Semester di Luar UNDIP. 2. Kuliah Lintas Prodi di UNDIP Untuk MK Pilihan 3. Magang 1 Semester Setara dengan 18 SKS 4. Start-up Business untuk Konsentrasi Kewirausahaan ? Kurikulum berlaku untuk angkatan 2020
IMPLEMENTASI KURIKULUM MERDEKA BELAJAR PRODI S1 MANAJEMEN FEB UNDIP KEGIATAN CTS/ PERTUKARAN MAHASISWA (OUTBOUND) 1. Perkuliahan 1 Semester di Universitas Mitra 2. Diutamakan di Luar Negeri Guna Mendapatkan International Exposure 3. CTS Dapat Dilakukan Pada Semester 3 Dan Seterusnya 4. Pembiayaan Mandiri atau Beasiswa (SHARE) 5. Mahasiswa memilih prodi di Universitas mitra yang ditawarkan oleh Fakultas atau mencari Universitas tujuan secara mandiri. 6. Kaprodi Menyetujui Prodi Tujuan dan Mata Kuliah Yang Akan Diambil Di Universitas Tujuan. 7. Pendaftaran ke Universitas Mitra sesuai kesepakatan dan ketentuan yang berlaku. 8. Mahasiswa mengikuti perkulihan di kampus mitra sesuai system dan peraturan akademik kampus mitra 9. Mahasiswa menyerahkan KHS dari kampus mitra dan Kaprodi Mengkonversi MK dan Nilai Yang Didapat ke Transkrif Nilai Mahasiswa 10. Mahasiswa Dapat Mengajukan Pembebasan Atau Keringanan UKT Selama Mengikuti Kegiatan CTS
IMPLEMENTASI KURIKULUM MERDEKA BELAJAR PRODI S1 MANAJEMEN FEB UNDIP KEGIATAN CTS/PERTUKARAN MAHASISWA (INBOUND) 1. Mahasiswa dari Prodi S1 Manajemen Universitas Mitra (Prodi Mitra) menempuh perkuliahan 1 semester di Prodi S1 Manajemen FEB Universitas Diponegoro 2. Ada MoU antar Rektor dan PKS antar Dekan 3. UKT disepakati antar Dekan (PKS) 4. Prodi S1 Manajemen FEB Undip menentukan kuota mahasiswa inbound untuk setiap prodi mitra, Prodi S1 Manajemen Universitas Mitra melakukan seleksi. 5. Prodi mitra menyampaikan data mahasiswa hasil seleksi ke Prodi S1 manajemen FEB UNDIP, Bagian Akadeik FEB meregistrasikan mahasiswa ke Bagian Akadeik Universitas untuk mendapatkan NIM khusus dan akses ke SIAP. 6. Staf admistrasi di Prodi mengisikan IRS mahasiswa inbound sesuai mata kuliah yang diambil oleh mahasiswa inbound. 7. Mahasiswa dari prodi mitra mengikuti perkuliahan di prodi S1 Manajemen FEB UNDIP Bersama mahasiswa S1 Manajemen FEB UNDIP. 8. Fakultas menerbitkan KHS untuk mahasiswa prodi mitra. 9. Mahasiswa dari prodi mitra Kembali ke kampus masing-masing.
TANTANGAN ? MENDAPATKAN KAMPUS MITRA (MoU DAN PKS) ? KUOTA DARI KAMPUS MITRA TERBATAS ? PENYESUAIAN KALENDER AKADEMIK DENGAN KAMPUS MITRA ? MINAT MAHASISWA UNTUK MENGIKUTI KEGIATAN CTS/PERTUKARAN MAHASISWA SANGAT DIPENGARUHI OLEH PILIHAN KAMPUS TUJUAN DAN BESARAN BIAYA
Definition: Blended Learning is an integrated approach to teaching and learning that includes multiple mode of instruction and learner¡¯s practice. BLENDED LEARNING
Why Blended Learning? ? Improves Ability to personalize learning. ? Potential for individual progress ? Keeps learners engaged with use of variety of content type. ? Instructor has the ability to assess learner trends and act accordingly. ? It improves Learning Costs and Benefit ? Effective Training for any learning Style
How to use Blended Learning ? ? Formulate your blended learning goals in advance. ? Combine online & face-to- face instruction. ? Define your core learning objectives and goals.. ? Specify how and when technology will be used. ? Create learning activities that offer the best of both worlds.
Key Components of Blended Learning ? Self- Paced eLearning ? Face-to-Face Learning ? Mobile Learning ? Social Learning ? Virtual Classroom
Types of Blended Learning Models 1. The Rotation Blended Learning Model ¨C It involves both face-to-face instruction time and online study time. 2. The Flex Blended Learning Model ¨C It is somewhat similar to rotation blended learning model. It primarily focuses on online instruction, while only small groups or specific learners will have access to the face-to- face instruction. 3. The A La Carte Blended Learning Model ¨C It involves only online instruction, but the learning may take place in a physical classroom or lab, may supplement the instruction that the learner will receive in a brick-and mortar classroom environment. 4. The Enriched Virtual Blended learning Model ¨C It is centered around face- to-face instruction, which is supplemented by online tools and resources after the instructor-led sessions have been completed.
Key Benefits ? Cost- Effectiveness ? Consistency ? Real-Time Access ? Learners in Control ? Greater Retention ? Facilitates corporate training feedback ? Provides personalized training experience ? Data Tracking is more Quick and Convenient.
? Terima kasih Sebagian PPT ini diambil dari: Dr. Jayesh Patidar www.nursingpath.in

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Konsep dan Implementasi Kurikulum Outcome Based Education (OBE).pptx

  • 1. OUTCOME BASED EDUCATION and Blended Learning Disampakai Dalam Seninar Outcome Based Education And Blanded Learding Prodi S1 Manajemen Fakultas Ekonomi UNJ Jakarta, 7 Juni 2021 OLEH: Dr. HARJUM MUHARAM, SE, ME, CWM KETUA DEPARTEMEN MANAJEMEN FEB UNIVERSITAS DIPONEGORO
  • 2. Outline ? Issues in Higher Education, Teaching & Learning ? Why Outcome-based Education? ? Outcome-based Education ? Implementation of OBE ? Characteristics of OBE Curricular ? Operation Models of OBE ? Programme Objectives ? Programme Outcomes ? Learning Outcomes ? Assessment Issues and Tools ? Continual Quality Improvement ? Blanded Learning
  • 3. ?Accountability towards students ¨Cfulfilling requirements of the curriculum ?Satisfying needs of industry ¨C unemployed graduates ?Maintaining academic standards ¨C unaccredited programmes ?Accountable to grant providing organizations (stakeholders) ?Accreditation ¨C outcome based education Issues In Higher Education
  • 4. Issues In Teaching And Learning ? Student intake ¨C qualification and quantity ? Staff ¨C Qualification and competency ? Teaching process ¨C transparent and control ? Assessment - outcomes ? Courses ¨C up to date and relevant ? Facilities ¨C sufficient and up to date
  • 5. Why Outcome-based Education? Market & Community Demand Kebijakan Belajar Merdeka International Accreditation
  • 6. OUTCOME BASED EDUCATION addresses the following key questions: ? What do you want the students to have or able to do? ? How can you best help students achieve it? ? How will you know what they have achieved it? ? How do you close the loop
  • 7. OUTCOME BASED EDUCATION addresses the following key questions (continue): ? Who are our stakeholders? ? What services do we provide? ? Do constituencies understand our objectives? ? What services, facilities and policies must be present? ? How do we measure our results? ? How do we use these results for CQI? ? Are we achieving our objectives and improving? ? Are our constituencies satisfied?
  • 8. Outcome-based Education Focuses on student learning by: ? Using learning outcome statements to make explicit what the student is expected to be able to know, understand or do; ? Providing learning activities which will help the student to reach these outcomes; ? Assessing the extent to which the student meets these outcomes through the use of explicit assessment criteria.
  • 9. Outcome-based Education Curriculum, Staff & Facilities Graduates with Outcomes Teaching & Learning Constituents requirements (Develop objectives) Constituents satisfaction (Achieving objectives) Continual Quality Improvement
  • 10. Implementation of OBE Program ? Effective Program Educational Objectives. ? Effective Program Outcomes. ? Practical Assessment Tools. ? Effective Assessment Planning. ? Robust Evaluation Planning. ? CQI procedures in place
  • 11. Characteristics of OBE curricula ? It has program objectives, program outcomes, course outcomes and performance indicators. ? It is objective and outcome driven, where every stated objective and outcomes can be assessed and evaluated. ? It is centered around the needs of the students and the stakeholders.
  • 12. Characteristics of OBE curricula (cont¡­) ? Every learning outcome is intentional and therefore the outcomes must be assessed using suitable performance indicators. ? Program objectives address the graduates attainment within 3-5 years after their graduation. ? Program outcomes, which consist of abilities to be attained by students before they graduate, are formulated based on the program objectives.
  • 13. Characteristics of OBE curricula (cont¡­) ? Program outcomes address Knowledge (K), Skills (S) and Attitudes (A) to be attained by students. ? Teaching / Learning method may have to be integrated to include different delivery methods to complement the traditional Lecturing method.
  • 14. Operation Models for OBE Yr. 4 Yr. 3 Yr. 2 Yr. 1 K 70% S&A 30% S&A 30% K 70% K 70% S&A 30% S&A 30% K 70% Distribution of K, S,Aelements throughout the 4 years A B C D A B C D
  • 15. Mision and Vision Diponegoro University Vision ¡°Diponegoro University Becoming a Superior Research University¡± Mission 1. Providing education to produce excellent and competitive graduates. 2. Conducting research leading to publications, Intellectual Property Rights (IPR), textbooks, policies and technologies that effectively and efficiently utilized to promote cultural and local resources. 3. Organizing community services leading to publications, Intellectual Property Rights (IPR), textbooks, policies and technologies that effectively and efficiently utilized to promote cultural and local resources. 4. Developing professionalism, capability, accountability in the governance of the university as well as the independence of the institution to conduct higher education.
  • 16. Mision and Vision (cont¡­) Faculty of Economics and Business Vision Becomes one of the leading Faculties of Economics and Business in the implementation of Tri Dharma (Three Universities Dedication) at both national and international level as well as embeded in the community environment¡± Mission 1. Organizing academic and professional education in economics and Business which produces religious, independent graduates that put Pancasila into practice, open minded with sophisticated science and technology, and having ability to compete globally. 2. Producing excellent researches that are responsive to the dynamic environment, able to spur changes in science and technology for the benefits of society. 3. Organizing community service programs based on economics and business science and technology as well as local wisdom. 4. Being a responsive faculty and an agent of change in science and technology. 5. Being a science and technology development agencies in the field of economics and business especially in the social environment. 6. Promoting the establishment of good university governance
  • 17. Programme Objectives ? What the programme is in preparing graduates for their career and professional accomplishments (published) ? Consistent with institution missions (evidence) ? Involvement of constituents / stakeholders (evidence)
  • 18. ? Expected to know and able to perform or attain by the time of graduation (skills, knowledge and behaviour/attitude) ? Outcomes (a) to (k) Programme Outcomes
  • 19. Programme Outcomes 1. Ability to acquire and apply fundamental principles of science 2. Capability to communicate effectively. 3. Acquisition of technical competence in specialised areas of management and business 4. Ability to identify, formulate and model problems and find organization and business solutions based on a management approach. 5. Ability to conduct research in chosen fields of management and business. 6. Understanding of the importance of sustainability and cost- effectiveness in design and development of organization and business solutions. 7. Understanding and commitment to professional and ethical responsibilities. 8. Ability to work effectively as an individual, and as a member/leader in a team. 9. Ability to be a multi-skilled manager with good technical knowledge, management, leadership and entrepreneurial skills. 10. Awareness of the social, cultural, global and environmental responsibilities as an manager 11.Capability and enthusiasm for self-improvement through continuous professional development and life-long learning
  • 20. ? Outcomes that are expected from a certain subject and these are assessed and evaluated through various measurement tools. Learning Outcomes
  • 21. Requirements from the students ? Active role ¨C must come prepared for each class; contribute by teaching others, actively participating, taking risks, learning from instructor/classmates ? Ethics ¨C respect, trust and openness ? Committed to learning ¨C continual improvement
  • 22. Assessment Tools ? Exit surveys, Exit interviews (P) ? Alumni surveys and interviews (P) ? Employer surveys and interviews (P) ? Job offers, starting salaries (relative to national benchmark) (P) ? Admission to graduate schools (P) ? Performance in group and internship assignments (P,C) ? Assignments, report and tests (P,C) P: Program C: Course
  • 23. Assessment Tools (cont¡­) ? Student surveys, individual and focus group interviews (P,C) ? Peer-evaluations, self evaluations (P,C) ? Student portfolios (P,C) ? Behavioral observation (P,C) ? Written tests linked to learning objectives (C) ? Written project reports (C) ? Oral presentation, live or videotape (C) ? Research proposals, student-formulated problems (C) ? Classrooms assessment techniques (C) P: Program C: Course
  • 24. Continual Quality Improvement ? Assessment and evaluation processes provide critical information to faculty (lecturers) and administrators on the effectiveness of the design, delivery, and direction of an educational program - CQI ? Improvements based on feedback from evaluations will close the system loop and the process will continue year after year.
  • 26. KOMPONEN KURIKULUM BERBASIS KKNI Visi, Misi, dan Tujuan Prodi Rumusan Profil Alumni Rumusan Capaian Pembelajaran Rumusan Kurikulum Rencanan Pembelajaran Semester Surat Keterangan Pendamping Ijazah
  • 28. A Rekonstruksi Sebaran Mata Kuliah Permendikbud No.3 tahun 2020 Pasal 18 ayat (3) Pemilihan prioritas MK Wajib Prodi 8 sem ? 5 sem Perek No. 4 tahun 2020 Ttg. Perak bid. Pendidikan S1 Pasal 19 Sosialisasi Kurikulum Kampus Merdeka Pelaksanaan Kurikulum Kampus Merdeka Evaluasi End
  • 29. ? Penempatan mata kuliah pada tiap semester disesuaikan dengan tingkat kesulitan dan pra- syarat (apabila ada) ? Mata kuliah pengantar dan umum ditempatkan pada semester awal ? Mata kuliah lanjutan pada semester tengah ? Mata kuliah tugas akhir ditempatkan pada akhir semester Sebaran Mata Kuliah
  • 30. Pembelajaran dapat diluar Program Studi dalam UNDIP ¨C Kode U Pembelajara n di dalam Prodi ¨C Kode P Pembelajaran dapat diluar Undip (mhs Undip) ¨C Kode L Pembelajaran dari luar Undip (bukan mahasiswa Undip) ¨C kode L MK Wajib Nasional MK Wajib Universitas MK Wajib Program Studi MK Pilihan Agama Bhs. Inggris MK WPS 1 MKP 1 MKP 1 Pancasila & Kewarganeg aran Internet of Things (IoT) MK WPS 2 MKP 2 MKP 2 Bahasa Indonesia Olah Raga MK WPS 3 MKP 3 MKP 3 Kewirausaha an MK WPS ¡­ MKP ¡­ MKP ¡­ Kuliah Kerja Nyata MK WPS ¡­ MKP ¡­ MKP ¡­ Tugas Akhir (MKWU) MKP ¡­ MKP ¡­ Satu (1) Semester Lima (5) Semester Dua (2) Semester Dua (2) Semester
  • 31. 1 2 3 4 5 No. Kelompok MK Nama Mata Kuliah Kode MK Beban SKS Sem. 1. MK. Wajib Nasional (MKWN) Agama 2 1/2 2. Pancasila dan Kewarganegaraan 3 1/2 3. Bahasa Indonesia 2 1/2 Total SKS MK Wajib Nasional 4. MK. Wajib Universitas (MKWU) Bahasa Inggris 2 1/2 5. Internet of things (IoT) 2 1/2 6. Olah Raga 1 1 7. Kewirausahaan 2 5 8. Kuliah Kerja Nyata 3 8 9. Tugas Akhir 4 - 6 8 Total SKS MK Wajib UNDIP ¡­ MK. Wajib Program Studi (MKPS) ¡­ ¡­ ¡­ Total SKS MK Wajib Program Studi ¡­ MK. Pilihan (MKP) ¡­ ¡­ Total SKS MK Pilihan Program Studi ¡­ MK. Magang ¡­ Total SKS MK Magang IN-BOND OUT-BOND NON-TA Di luar prodi DALAM UNDIP Di Prodi DALAM UNDIP Di luar prodi DILUAR UNDIP
  • 32. Ketentuan Pengambilan Mata Kuliah ? Mata Kuliah dibentuk dari korelasi antara bahan kajian dan capaian pembelajaran, dimana setiap bahan kajian mengandung bobot bahan kajian sehingga kedalaman mata kuliah dapat ditentukan yang dinyatakan dalam bentuk SKS Mata Kuliah terdiri dari: 1. Mata Kuliah Wajib Nasional, (7 SKS) 2. Mata Kuliah Wajib Universitas, (14-16 SKS) 3. Mata Kuliah Wajib Program Studi (min 60 % dari total SKS) 4. Mata Kuliah Pilihan (maks 24 SKS) 5. Mata Kuliah Magang/Bentuk Lainnya ? Proses pembelajaran untuk kumpulan mata kuliah Wajib Nasional dan Universitas (dirancang di semester 1 dan 2, kecuali Kewirausahaan, KKN dan Tugas Akhir), mahasiswa dapat memilih dilakukan diluar program studi dalam Undip, dilaksanakan selama 1 sampai 2 semester. Pelaksanaan MK Nasional dan Universitas dikoordinasikan oleh Universitas, kecuali untuk Tugas Akhir dilakukan oleh Prodi masing-masing.
  • 33. Desain Kurikulum dan Portfolio Lulusan ?SNMPTN ?SBMPTN ?UM (& SBUB) PMB Orientasi KWU Karakter Life-skill-IoT Major Subjects (Prodi) MKDK MKBK MKKPP Minor Subjects MK antar F&U Magang Keg. kemhswaan KURIKULUM 2020 ¨C MERDEKA BELAJAR ? IT Literacy ¨C Flexibility ¨C Industrial recognition Career Development ? Job Creator (KKIB) ? Job seeker (UCC) Lulusan Corporate/Instansi Mitra Universitas- Prodi Prodi Merdeka Belajar (Diluar Prodi)
  • 34. ? MK Universitas & Prodi (40-48 sks) ? Penguatan Pendidikan Karakter ? Mapping Potensi Karir Tahun Pertama ? MK Prodi (40-42 sks) ? Kegiatan Pembinaan Karir/Kemahasiswaan (2-3 sks) contoh: kegiatan wirausaha mahasiswa Tahun Kedua ? MK Di Luar Prodi/ Luar Universitas (30-35 sks) ? Kegiatan Magang/ Kemahasiswaan (3-6 sks) ? Kegiatan Pembinaan Karir/KKN (2-3 sks) Tahun Ketiga ? Capstone penelitian/ abdimas dosen (2-3 sks) ? KKN/Magang (3-6 sks) Semester antara ? MK di Luar Prodi Undip (20 sks) ? Skripsi/TA ? Capstone penelitian/abdimas dosen Tahun Keempat CONTOH SKENARIO KURIKULUM 2020
  • 35. KERANGKA UMUM KURIKULUM MERDEKA BELAJAR PRODI S1 MANAJEMEN FEB UNDIP ? Kurikulum Didesain Untuk Masa Studi 8 Semester ? Jumlah SKS 146, Termasuk Skripsi dan KKN ? Adopsi Kurikulum Merdeka Belajar Meliputi Aspek: 1. Credit Transfer System (CTS) I Semester di Luar UNDIP (PTNBH atau Kampus di LN yang bereputasi) 2. Kuliah Lintas Prodi di UNDIP Untuk MK Pilihan 3. Magang 1 Semester Setara dengan 18 SKS 4. Start-up Business untuk Konsentrasi Kewirausahaan ? Kurikulum berlaku untuk angkatan 2020
  • 36. PILIHAN AKTIVITAS BELAJAR KURIKULUM MERDEKA BELAJAR PRODI S1 MANAJEMEN FEB UNDIP ? PILIHAN AKTIVITAS BELAJAR MAHASISWA 1. 8 SEMESTER PENUH STUDI DALAM PRODI 2. 7 SEMESTER STUDI DALAM PRODI + 1 SEMESTER CTS (PTNBH atau PT di LN yang bereputasi) 3. 7 SEMESTER STUDI DALAM PRODI + 1 SEMESTER STUDI LINTAS PRODI DI UNDIP 4. 7 SEMESTER STUDI DALAM PRODI + 1 SEMESTER MAGANG DI PERUSAHAAN ATAU LEMBAGA NEGARA 5. 6 SEMESTER STUDI DALAM PRODI + 1 SEMESTER CTS + 1 SEMESTER MAGANG 6. 6 SEMESTER STUDI DALAM PRODI + 1 SEMESTER CTS + 1 SEMESTER STUDI LINTAS PRODI 7. 6 SEMESTER STUDI DALAM PRODI + 1 SEMESTER MAGANG + 1 SEMESTER STUDI LINTAS PRODI 8. 5 SEMESTER STUDI DALAM PRODI + 1 SEMESTER CTS + 1 SEMESTER STUDI LINTAS PRODI + 1 SEMESTER MAGANG
  • 37. IMPLEMENTASI KURIKULUM MERDEKA BELAJAR PRODI S1 MANAJEMEN FEB UNDIP ? Kegiatan CTS 1. Menambah Universitas Partner (MoU dan SPK) 2. Membuat SOP (Konversi MK dan Konversi Nilai) 3. CTS dapat dilakukan pada semester 3 dan seterusnya ? Kegiatan Studi Lintas Prodi di UNDIP 1. Mata Kuliah yang sama dengan Mata Kuliah yang ditawarkan di Prodi S1 Manajemen 2. Mata Kuliah Pilihan sepanjang relevan dengan CPL ? Kegiatan Magang 1. MoU dan SPK dengan Perusahaan atau Institusi Lain yang aktivitasnya relevan untuk mendukung tercapainya CPL 2. Membuat SOP dan Panduan Magang ? Start-Up Business 1. Membuat Pedoman Stast-up Business 2. Implemetasi kerjasama dengan KKIB (Inkubator Bisnis)
  • 39. KERANGKA UMUM KURIKULUM MERDEKA BELAJAR PRODI S1 MANAJEMEN FEB UNDIP ? Kurikulum Didesain Untuk Masa Studi 8 Semester ? Jumlah SKS 146, Termasuk Skripsi dan KKN ? Adopsi Kurikulum Merdeka Belajar Meliputi Aspek: 1. Credit Transfer System (CTS)/Pertukaran Mahasiswa, I Semester di Luar UNDIP. 2. Kuliah Lintas Prodi di UNDIP Untuk MK Pilihan 3. Magang 1 Semester Setara dengan 18 SKS 4. Start-up Business untuk Konsentrasi Kewirausahaan ? Kurikulum berlaku untuk angkatan 2020
  • 40. IMPLEMENTASI KURIKULUM MERDEKA BELAJAR PRODI S1 MANAJEMEN FEB UNDIP KEGIATAN CTS/ PERTUKARAN MAHASISWA (OUTBOUND) 1. Perkuliahan 1 Semester di Universitas Mitra 2. Diutamakan di Luar Negeri Guna Mendapatkan International Exposure 3. CTS Dapat Dilakukan Pada Semester 3 Dan Seterusnya 4. Pembiayaan Mandiri atau Beasiswa (SHARE) 5. Mahasiswa memilih prodi di Universitas mitra yang ditawarkan oleh Fakultas atau mencari Universitas tujuan secara mandiri. 6. Kaprodi Menyetujui Prodi Tujuan dan Mata Kuliah Yang Akan Diambil Di Universitas Tujuan. 7. Pendaftaran ke Universitas Mitra sesuai kesepakatan dan ketentuan yang berlaku. 8. Mahasiswa mengikuti perkulihan di kampus mitra sesuai system dan peraturan akademik kampus mitra 9. Mahasiswa menyerahkan KHS dari kampus mitra dan Kaprodi Mengkonversi MK dan Nilai Yang Didapat ke Transkrif Nilai Mahasiswa 10. Mahasiswa Dapat Mengajukan Pembebasan Atau Keringanan UKT Selama Mengikuti Kegiatan CTS
  • 41. IMPLEMENTASI KURIKULUM MERDEKA BELAJAR PRODI S1 MANAJEMEN FEB UNDIP KEGIATAN CTS/PERTUKARAN MAHASISWA (INBOUND) 1. Mahasiswa dari Prodi S1 Manajemen Universitas Mitra (Prodi Mitra) menempuh perkuliahan 1 semester di Prodi S1 Manajemen FEB Universitas Diponegoro 2. Ada MoU antar Rektor dan PKS antar Dekan 3. UKT disepakati antar Dekan (PKS) 4. Prodi S1 Manajemen FEB Undip menentukan kuota mahasiswa inbound untuk setiap prodi mitra, Prodi S1 Manajemen Universitas Mitra melakukan seleksi. 5. Prodi mitra menyampaikan data mahasiswa hasil seleksi ke Prodi S1 manajemen FEB UNDIP, Bagian Akadeik FEB meregistrasikan mahasiswa ke Bagian Akadeik Universitas untuk mendapatkan NIM khusus dan akses ke SIAP. 6. Staf admistrasi di Prodi mengisikan IRS mahasiswa inbound sesuai mata kuliah yang diambil oleh mahasiswa inbound. 7. Mahasiswa dari prodi mitra mengikuti perkuliahan di prodi S1 Manajemen FEB UNDIP Bersama mahasiswa S1 Manajemen FEB UNDIP. 8. Fakultas menerbitkan KHS untuk mahasiswa prodi mitra. 9. Mahasiswa dari prodi mitra Kembali ke kampus masing-masing.
  • 42. TANTANGAN ? MENDAPATKAN KAMPUS MITRA (MoU DAN PKS) ? KUOTA DARI KAMPUS MITRA TERBATAS ? PENYESUAIAN KALENDER AKADEMIK DENGAN KAMPUS MITRA ? MINAT MAHASISWA UNTUK MENGIKUTI KEGIATAN CTS/PERTUKARAN MAHASISWA SANGAT DIPENGARUHI OLEH PILIHAN KAMPUS TUJUAN DAN BESARAN BIAYA
  • 43. Definition: Blended Learning is an integrated approach to teaching and learning that includes multiple mode of instruction and learner¡¯s practice. BLENDED LEARNING
  • 44. Why Blended Learning? ? Improves Ability to personalize learning. ? Potential for individual progress ? Keeps learners engaged with use of variety of content type. ? Instructor has the ability to assess learner trends and act accordingly. ? It improves Learning Costs and Benefit ? Effective Training for any learning Style
  • 45. How to use Blended Learning ? ? Formulate your blended learning goals in advance. ? Combine online & face-to- face instruction. ? Define your core learning objectives and goals.. ? Specify how and when technology will be used. ? Create learning activities that offer the best of both worlds.
  • 46. Key Components of Blended Learning ? Self- Paced eLearning ? Face-to-Face Learning ? Mobile Learning ? Social Learning ? Virtual Classroom
  • 47. Types of Blended Learning Models 1. The Rotation Blended Learning Model ¨C It involves both face-to-face instruction time and online study time. 2. The Flex Blended Learning Model ¨C It is somewhat similar to rotation blended learning model. It primarily focuses on online instruction, while only small groups or specific learners will have access to the face-to- face instruction. 3. The A La Carte Blended Learning Model ¨C It involves only online instruction, but the learning may take place in a physical classroom or lab, may supplement the instruction that the learner will receive in a brick-and mortar classroom environment. 4. The Enriched Virtual Blended learning Model ¨C It is centered around face- to-face instruction, which is supplemented by online tools and resources after the instructor-led sessions have been completed.
  • 48. Key Benefits ? Cost- Effectiveness ? Consistency ? Real-Time Access ? Learners in Control ? Greater Retention ? Facilitates corporate training feedback ? Provides personalized training experience ? Data Tracking is more Quick and Convenient.
  • 49. ? Terima kasih Sebagian PPT ini diambil dari: Dr. Jayesh Patidar www.nursingpath.in