A.
OBJECTIVES OF DEGREE PROGRAM
1.
The Vision and Mission of Institution
Vision of Universitas Negeri Surabaya:
Excellent in Education, Strong in Science
Mission of Universitas Negeri Surabaya:
a. To conduct
education and learning centred on students by using effective instructional
approaches, and optimizing the use of technology
b. To conduct
researches in educational sciences, natural sciences, social and cultural
sciences, arts, and/or sports, and developments of technologies whose findings
are beneficial for the development of sciences and public welfares
c. To disseminate
science, technology, arts, culture and sports, and research results through
community service oriented towards empowering and civilizing society
d. To realize Unesa an
educational centre, especially for primary and secondary educations as well as
a scientific center based on the noble values of national culture
e. To conduct an
autonomous, accountable, and transparent high educational governance for a
sustainable quality assurance and improvement.
2. The Vision and Mission of Postgraduate Universitas Negeri
Surabaya
Vision of Postgraduate:
Excellent in the
development of educational innovation, strong in the development and
dissemination of science and technology.
Vision explanation:
Excellence in the
development of educational innovation means being committed to educational innovation
to solve problems in the field of education through research, producing proven
innovative work by upholding human values and character.
Being strong in the
development and dissemination of science and technology means that the Unesa
Postgraduate is firm in holding to objectivity, systematics, and
principles/methodology to develop science and technology in the scientific
field through research with interdisciplinary, multidisciplinary, and
transdisciplinary approaches and gain national and international recognition.
Mission of Postgraduate Universitas Negeri
Surabaya:
a.
Carrying out innovative science-based
education by upholding human values and character.
b.
Carrying out research in the field of
education and science that supports innovative education that produces
innovative, tested work and gets national and international recognition.
c.
Disseminating educational innovations and
research-based science and technology through community service.
d.
Build collaborative networks with various
agencies.
Objectives of Postgraduate Universitas Negeri Surabaya:
a. Producing master's
degree graduates in various disciplines who are able to develop and solve
science and technology problems through an inter or multidisciplinary approach
to produce innovative and tested work.
b. Produce graduates
of master's level who are able to manage research and uphold human values and
character.
c. To produce
innovative works in the fields of education and science and technology through
research that have received national and international recognition.
d. The use of
innovative research results in the field of education and science and
technology in Postgraduate by the wider community.
e. The realization of
an efficient, transparent, and accountable postgraduate system of guidance and
governance to make Unesa Postgraduate as a center of education and science and
technology based on local wisdom, national culture, and global demands.
3.
The Vision
and Mission of Study Program
Vision
of the Doctoral
Program of Science Education (DPSE):
In
2025,
it will become a Science Education doctoral study program that excels in
innovation and development of national culture-based science education.
Mission
of the Doctoral
Program of Science Education (DPSE)
a. Organizing
doctoral education in the field of science education.
b. Carry
out innovative research in the field of science education that has received
national and international recognition.
c. Disseminate
the results of innovative research in the field of science education through
community service programs.
d. Cooperating
with various parties for human resource development, benchmarking, and
sustainability of study programs.
B. PROGRAM EDUCATIONAL
OBJECTIVES (PEO)
Graduates
of the Doctoral Program of
Science Education are prepared to achieve Program Educational Objectives
(PEOs), which is to have achievements at the beginning of their careers as
researchers, educators, and innovators of science education with character and
adaptability.
In
detail, the PEO is as follows:
1. Able
to collaborate and apply professional ethics in carrying out their duties and
work (Social).
2. Able to develop themselves in
a sustainable manner, as well as being a reference for related professions
(academic and professional).
3. Able
to solve problems in
the field of science education in an interdisciplinary, multidisciplinary, or
transdisciplinary manner and support career development (professional).
4. Able
to develop knowledge through
research and publish as a means of scientific
communication both orally and in writing in professional activities at national
and international levels (professional, academic, social).
The
broadly formulated PEO has taken into account input from the Indonesian Science
Educators Association (PPII) meeting, alumni, professionals (Chairman of study
programs and lecturers). PEO also has significant relevance to the Indonesian
National Qualifications Framework (INQF) and the National Higher Education
Standards (SN Dikti).
Derived
from PEO, DPSE has the following Study Program Learning Outcomes (PLO) for
established graduates:
1. To master the philosophy to
develop and update science education
2. To
master
the latest theories related to science knowledge and science education
3. Able
to develop theories or methods in the field of science education and their
linkages with theories in other fields comprehensively and contextually,
through innovative research with interdisciplinary, multidisciplinary, or
transdisciplinary approaches that have national or international recognition.
4. Able
to solve science education problems in a wider context so as to produce
creative, original, tested works that are beneficial for the development of
science education and the benefit of mankind.
5. Able
to lead and manage interdisciplinary, multidisciplinary and transdisciplinary
research to produce innovation and development of science education.
6. Able
to compose scientific arguments and solutions based on a critical view of
facts, concepts, principles, or theories that can be scientifically and
ethically justified, and communicate them through scientific publications in
reputable international journals.
7. To internalize scientific
attitudes and behavior to contribute to improving the quality of life
8. To collaborate and apply
professional ethics in carrying out their professional duties
This
objective strongly supports the national qualifications framework for doctoral
education and is in line with the mission of the institution. Their consistency
with the Unesa and Postgraduate missions is realized by producing graduates who
have a strong ability to understand and master science education science and
issues related to science education. This ability enables graduates to become
professionals who take on the main roles as educators (teachers and lecturers),
researchers, and research managers in the field of science education that
contribute to national and global development. Table 1 shows the correlation
between PLO and PEO.
Table 1. Program
Educational Objectives (PEO) vs the 9th Level (the Level for Doctoral Education)
of the Indonesian National Qualification Framework (INQF)
PEO vs INQF |
Able
to develop new knowledge, technology, and/or art in their scientific field
or professional practice through research, to produce creative, original,
and tested works. |
Able to solve science, technology, and/or
art problems in their scientific field through inter, multi, and
transdisciplinary approaches |
Able
to manage, lead, and develop research and development that is beneficial for
the benefit of mankind, as well as being able to gain national and
international recognition. |
PEO 01 |
|
|
Ö |
PEO 02 |
Ö |
Ö |
|
PEO 03 |
Ö |
Ö |
|
PEO 04 |
Ö |
Ö |
Ö |
C. PROGRAM LEARNING OUTCOMES (PLO)
Based on
the PEO, DPSE has the following Program Learning
Outcomes (PLO) for graduates as set out in Table 2.
Table 2. PLOs of DPSE
ASPECT |
CPL/ PLO |
CODE |
KNOWLEDGE |
1. To master the philosophy to develop and
update science education |
KNOW-1 |
2. To master the latest theories related to science
knowledge and science education |
KNOW-2 |
|
SKILL |
3. Able to
develop theories or methods in the field of science education and their
linkages with theories in other fields comprehensively and contextually,
through innovative research with interdisciplinary, multidisciplinary, or
transdisciplinary approaches that have national or international recognition. |
SKI-1 |
4. Able to
solve science education problems in a wider context so as to produce
creative, original, tested works that are beneficial for the development of
science education and the benefit of mankind. |
SKI-2 |
|
COMPETENCIES |
5. Able to
lead and manage interdisciplinary, multidisciplinary and transdisciplinary
research to produce innovation and development of science education. |
COM-1 |
6. Able to
compose scientific arguments and solutions based on a critical view of facts,
concepts, principles, or theories that can be scientifically and ethically
justified, and communicate them through scientific publications in reputable
international journals. |
COM-2 |
|
ATTITUDE AND SOCIAL |
7. To internalize scientific attitudes and
behavior to contribute to improving the quality of life |
SOC-1 |
8. To collaborate and apply professional ethics
in carrying out their professional duties |
SOC-2 |
Regarding
the aspect of the relationship between PLO and PEO, Table 3 provides an
overview of the correlation of each PLO that supports PEO.
Table 3. Correlation between PEO and PLO
of DPSE
|
PEO 01 |
PEO 02 |
PEO 03 |
PEO 04 |
KNOW-1 |
|
|
Ö |
|
KNOW-2 |
|
|
Ö |
|
SKI-1 |
|
Ö |
Ö |
Ö |
SKI-2 |
|
Ö |
Ö |
|
COM-1 |
|
|
Ö |
|
COM-2 |
|
Ö |
Ö |
Ö |
SOC-1 |
Ö |
Ö |
|
Ö |
SOC-2 |
Ö |
Ö |
|
|
Subject-specific criteria (SSC) for the doctoral program of science education are determined based on the SSC master's program
from life sciences adjusted to level 9 competence of the Indonesian Qualification
Framework (INQF).
The correlation between SSC of doctoral program of science education and PLO is presented in Table 4.
Table 4. Correlation between
Subject-Specific Criteria (SSC) of DPS with PLO
Subject Specific Criteria (SSC) of DPSE |
PLO |
|||||||
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
|
Subject –Specific Competences |
||||||||
have advanced their knowledge in
core subjects, subject-relevant or multi, inter, and transdisciplinary
subjects; |
√ |
√ |
√ |
|||||
are in a position to discuss complex
science education and science issues as well as own research results comprehensively
and in the context of current international research and present these
in writing (e.g. Doctor’s dissertation, scientific publication) and orally
(e.g. lecture with free discussion) concentrate professional orientation; |
|
√ |
√ |
√ |
||||
have gained subject-specific and multi,
inter, and transdisciplinary problem solving competence. |
|
|
|
√ |
√ |
√ |
|
|
General and Social Competences |
||||||||
have gained the ability to
combine specialized knowledge of various component disciplines, carry out
independent scientific work and organize, conduct and lead more
complex projects as well as publish the results; |
|
|
|
|
√ |
√ |
√ |
√ |
have acquired social
competences, such as abstraction ability, systems analytical thinking,
capacity for teamwork, ability to communicate, international and
intercultural experience and others, and are therefore especially prepared to
take on leadership responsibilities |
|
|
|
|
√ |
√ |
√ |
√ |
are in a position to also
assess the social and environment-related effects of their actions |
|
|
|
|
|
|
√ |
√ |
D. PROGRAM STRUCTURE
1. Curriculum
The doctoral program at the Postgraduate DPSE
of the State University of Surabaya holds a Doctoral of Science Education (Dr). Apart from being
based on input from stakeholders, the refinement of the DPSE curriculum
structure is also the result of an evaluation of current conditions and the
future needs of the profession in science education by taking into account
national and global challenges as summarized in Figure 1. By accommodating the
challenges in line with that, The course structure and syllabus have been
revised and implemented in the 2018 - 2020 period. Ongoing implementation
evaluations are carried out annually.
The curriculum of the Science Education
Doctoral Study Program is expected to be able to answer the needs in the field.
In developing the curriculum several issues that are taken into consideration
are as follows:
1. The Indonesian National Qualifications
Framework (KKNI) and the National Higher Education Standards.
2. 21st century skills, namely critical
thinking and problem solving, creative and innovative, communication and
collaboration.
3. The ASEAN Economic Community since 2015.
4. The importance of character according to
Permendikbud No. 23 of 2015 which is related to the growth of character.
5. The dynamics of the global community that
requires anticipation for the proper development of Indonesian resources, such
as challenges from the ASEAN Free Trade Area (AFTA), the World Trade
Organization (WTO), and the Asia Pacific Economic Cooperation (APEC).
6. The issue of sustainable development goals
(SDGs) which an important role in Indonesia's sustainable development.
Furthermore, the latest curriculum adopts a new paradigm of education, namely out-comes based education, learner-centered learning, continuous improvement, and international benchmarking and accreditation. The curriculum is updated periodically every five years taking into account the principles of curriculum development, as presented in Figure 1.
Figure 1. Principles of Curriculum Development
The DPSE curriculum is designed in 3 years through 3 main structures: strengthening the scientific philosophy of science education and research methods as the basis for research planning, research development and implementation, and research reporting and publications, as presented in Figure 2. In this structure, the learning process to achieve competence modeled in accordance with the course flow. Strengthening the scientific philosophy of science education and research methods is the foundation of the expertise of a doctor of science education. Research development and research implementation as pillars, as well as dissertation reporting and scientific publications as a roof covering all advanced knowledge of doctoral science education.
Figure 2. Curriculum Structure Model of the Doctoral Program of Science Education
To
complete the learning program, students take a minimum of 47 credits consisting
of 41 credits of compulsory subjects and 6 credits of elective courses.
Table 4. Compulsory and Elective Courses at DPSE
Courses |
UC |
Description |
Compulsory course credits |
41 |
Distributed in 12 compulsory courses |
Elective course credits |
6 |
There are 12 credits of elective courses provided which
are distributed in 6 courses and students take a minimum of 6 credits |
Total |
47 |
|
2. Program Structure
All DPSE courses in the program are prepared
to support the successful achievement of program learning outcomes (PLO). All
courses taken by students contribute to the achievement of PLO.
Table 5. Courses Mapping that Support the Program Learning Outcomes (PLO)
No |
Code |
Course Name |
CU |
ECTS |
Program
Learning Outcomes (PLO) |
|||||||
KNOW-01 |
KNOW-02 |
SKI-01 |
SKI-02 |
COM-01 |
COM-02 |
SOC-01 |
SOC-02 |
|||||
C-01 |
8400102005 |
Philosophy of Science, Technology, and Society |
2 |
5.04 |
Ö |
|
|
|
|
Ö |
Ö |
|
C-02 |
|
Advanced Research Methodology:
Qualitative |
2 |
5.04 |
Ö |
|
Ö |
Ö |
Ö |
|
Ö |
|
C-03 |
8400102033 |
Advanced Research Methodology:
Quantitative |
2 |
5.04 |
Ö |
|
Ö |
Ö |
Ö |
|
Ö |
|
C-04 |
8400103035 |
Analysis of Latest Journal
Articles |
3 |
7.56 |
|
|
Ö |
|
|
Ö |
Ö |
|
C-05 |
8400102026 |
Critical Analysis of Learning Theory |
2 |
5.04 |
Ö |
Ö |
|
|
|
|
Ö |
|
C-06 |
8400103019 |
Instrument Development |
3 |
7.56 |
|
Ö |
Ö |
Ö |
|
|
Ö |
|
C-07 |
8400102014 |
Learning of Integrated Science |
2 |
5.04 |
|
Ö |
Ö |
Ö |
|
|
Ö |
|
C-08 |
|
Further Study of Science Concept
and Its Integration |
3 |
7.56 |
|
Ö |
Ö |
Ö |
|
|
Ö |
|
C-09 |
8400102007 |
Independent Study for Supporting Dissertation |
2 |
5.04 |
|
Ö |
Ö |
Ö |
Ö |
Ö |
Ö |
|
C-10 |
8400102043 |
Misconceptions and Conceptual Changes |
2 |
5.04 |
|
Ö |
Ö |
Ö |
|
|
Ö |
|
C-11 |
8400102044 |
Local Wisdom-Based Science Learning |
2 |
5.04 |
|
Ö |
Ö |
Ö |
|
|
Ö |
|
C-12 |
8400102039 |
HOTS and Literacy in Science Learning |
2 |
5.04 |
|
Ö |
Ö |
Ö |
|
|
Ö |
|
C-13 |
|
ICT dalam Pembelajaran Sain |
2 |
5.04 |
|
Ö |
Ö |
Ö |
|
|
Ö |
|
C-14 |
8400102023 |
Advanced Statistics |
2 |
5.04 |
|
|
|
|
Ö |
|
Ö |
|
C-15 |
8400103040 |
Research Proposal |
3 |
7.56 |
Ö |
Ö |
Ö |
Ö |
Ö |
Ö |
Ö |
Ö |
C-16 |
8400105041 |
Seminar of Research Proposal |
5 |
12.56 |
|
Ö |
|
|
|
Ö |
Ö |
Ö |
C-17 |
8400105042 |
Publication |
5 |
12.56 |
|
Ö |
Ö |
Ö |
|
Ö |
Ö |
Ö |
C-18 |
8400109038 |
Dissertation |
9 |
22.68 |
Ö |
Ö |
Ö |
Ö |
Ö |
Ö |
Ö |
Ö |
The
distribution of courses in each semester in detail is presented in Table 6 – Table 8.
Table
6. First Year Curriculum Structure
Semester 1 |
Semester 2 |
||||||||
No. |
Code |
Course Name |
ECTS |
CU |
No. |
Code |
Course Name |
ECTS |
CU |
1 |
8400102005 |
Philosophy of Science, Technology, and Society |
5.04 |
2 |
1 |
8400103019 |
Instrument
Development |
7.56 |
3 |
2 |
8400102034 |
Advanced
Research Methodology:
Qualitative |
5.04 |
2 |
2 |
8400103036 |
Further Study of Science Concept and Its
Integration |
7.56 |
3 |
3 |
8400102033 |
Advanced
Research Methodology:
Quantitative |
5.04 |
2 |
3 |
Elective course*) |
5.04 |
2 |
|
4 |
8400103035 |
Analysis of Latest Journal
Articles |
7.56 |
3 |
|
||||
5 |
8400102026 |
Critical Analysis of Learning Theory |
5.04 |
2 |
|||||
6 |
Elective course
*) |
5.04 |
2 |
||||||
TOTAL |
32.76 |
13 |
TOTAL |
20.16 |
8 |
Table
2.
Second
Year Curriculum Structure
Semester 3 |
Semester
4 |
||||||||
No. |
Code |
Course Name |
ECTS |
CU |
No. |
Code |
Course Name |
ECTS |
CU |
1 |
8400102007 |
Independent Study for Supporting Dissertation |
5.04 |
2 |
1 |
8400105041 |
Seminar
of Research Findings |
12.56 |
5 |
2 |
8400103040 |
Research
Proposal |
7.56 |
3 |
|
||||
3 |
Elective course *) |
5.04 |
2 |
||||||
TOTAL |
17.64 |
7 |
TOTAL |
12.56 |
5 |
Table 6. Third Year Curriculum
Structure
Semester 5 |
Semester
6 |
||||||||
No. |
Code |
Course Name |
ECTS |
CU |
No. |
Code |
Course Name |
ECTS |
CU |
1 |
8400105042 |
Publication |
12.56 |
5 |
1 |
8400109038 |
Dissertation |
22.68 |
9 |
TOTAL |
12.56 |
5 |
TOTAL |
22.68 |
9 |
Table
9. List of Elective Courses
No. |
Code |
Course Name |
ECTS |
CU |
1 |
8400102023 |
Advanced
Statistics |
5.04 |
2 |
2 |
8400102014 |
Learning of
Integrated Science |
5.04 |
2 |
3 |
8400102043 |
Misconceptions and Conceptual Changes |
5.04 |
2 |
4 |
8400102044 |
Science Learning Based on Local Wisdom |
5.04 |
2 |
5 |
8400102039 |
HOTS and Literacy in Science Learning |
5.04 |
2 |
6 |
|
ICT in Science Learning |
5.04 |
2 |
TOTAL |
30.24 |
12 |
The
relationship between one course and another within the framework of the DPSE
curriculum structure is shown below. The roadmap also shows that the curriculum
structure consists of multi-disciplinary courses designed in 6 semesters to
achieve doctoral competence of
science education. The roadmap is also described in different colored boxes
according to the PLO DPSE in Table 5. In the first year, students are provided
with courses to strengthen the scientific philosophy of science education and
research methods as the basis for research planning. In the second year,
students develop and carry out a dissertation research. The final product of
this stage is the proposal and the results of the research that is presented at
the seminar. In the third year, students make dissertation research reports and
publications.
In
the learning process, students are encouraged to be actively involved in
lectures through project-based, case studies, and problem-based learning
methods according to the chosen dissertation topic. Further studies for more
specific courses can be met through elective courses provided internally at
DPSE. This will provide opportunities for students to sharpen their knowledge
according to the topic of their dissertation.
The
course map for achieving overall learning outcomes is shown in Figure 3 - Figure 6.
Figure 3. Roadmap of Courses to Achieve Knowledge Learning Goals
Figure 5. Roadmap of Courses to Achieve Competency Learning Objectives
Figure 6. Roadmap of Courses to Achieve
Social Learning
Goals