Summary of Curriculum
Doctoral Program of Science Education
Post Graduate Universitas Negeri Surabaya
2022
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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


8400102034

 

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


8400103036

 

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


8400102045

 

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


8400102045

 

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 4. Roadmap of Courses to Achieve Skills Learning Objectives



Figure 5. Roadmap of Courses to Achieve Competency Learning Objectives  


Figure 6. Roadmap of Courses to Achieve Social Learning Goals