Curriculum Art Education Study Program, Doctoral Level (S3) 2018 – 2021

THE 2021 CURRICULUM

ARTS EDUCATION STUDY PROGRAM, DOCTORAL LEVEL (S-3)

THE SCHOOL OF POSTGRADUATE STUDIES 

UNIVERSITAS PENDIDIKAN INDONESIA 

2021

A. IDENTITY

B. HEAD OF THE STUDY PROGRAM

C. RATIONALE

The need to innovate and establish a new curriculum for the Arts Education study program was based on the analysis of the disciplines of arts education, arts science, tracer studies to alumni, also the development of science and technology. Moreover, the innovation is a response to the interests of the stakeholders including the society and the government to meet the global demand. 

Today’s arts education innovation adapts to the development of knowledge, skills, and attitudes that refer to 21st century skills, and technological advances. These skills, which include critical thinking skills, communication, collaboration, and creativity, need to be implemented in pedagogical activities, art research and arts education, as well as the community service to improve human resources towards a physically and mentally prosperous society in the future.

Based on the analysis of disciplines in the curriculum that we had developed, there were several changes considering that Doctoral candidates are innovators who are also problem solvers related to education in Art. Policy developments and science and technology advancement has encouraged The Arts Education Study Program to make changes in the curriculum in accordance with the demands of today’s world. The curriculum development covers the changes in the learning objectives, study materials, learning strategies, and evaluations. It is expected that graduates of the Doctoral Program in Arts Education will play a role and contribute to the progress of the nation through the development of arts education, science and technology.

D. THE STUDY PROGRAM PROFILE 

The Doctoral Program of The Arts Education Study Program was established on June 17, 2014, based on the Decree of the Chancellor of UPI Number 4350/UN40/HK/2014. This Study Program has had students since 2015. In 2019, it applied for accreditation through

The focus of expertise in Arts Education ranges in multidisciplines which includes Dance Education, Music Education, Fine Arts Education, and other arts sciences. Most of the students enrolled in the program have had experiences in jobs training, which make them more capable of performing basic life skills, such as critical thinking and problem solving. In this case, it is expected that the future graduates of the Arts Education Study Program at the doctoral level are arts educators in universities and bureaucrats in government agencies.

The faculty members are experts in the field of arts education which correspond to the demand of the curriculum. They are also members of professional associations located in Indonesia and other countries. The followings are the association in the field of art to which our faculty members belong to: Asosiasi Pendidik Seni Indonesia (APSI) or the Association of Indonesian Arts Educators, Asosiasi Program Studi Pendidikan Seni Pascasarjana (AP2SPs) or the Association of Graduate School Arts Education Study Programs,  Asosiasi Program Studi Seni Rupa (AP2SR) or the Association of Indonesian Fine Arts Educators Study Programs, Asosiasi Program Studi Seni Musik (AP2SM) or the Association of Music Arts Educators Study Programs and Asosiasi Program Studi Pendidikan Sendratasik (AP2Seni) or the Association of Arts Education Study Programs Indonesian Dance Education Study Program, and National Dance Education Organization (NDEO) in the United States.

The Arts Education Doctoral Program has collaborated with several State Universities in Indonesia, those are Universitas Neger Semarang (UNNES) or  Semarang State University, Universitas Negeri Yogyakarta (UNY) or Yogyakarta State University, Universitas Negeri Jakarta  (UNJ) or Jakarta State University, Universitas Negeri Surabaya (UNESA) or Surabaya State University, Institut Seni Indonesia (ISI) Surakarta  or Surakarta Indonesian Art Institute, Institut Seni Budaya Indonesia (ISBI) Bandung or Cultural Arts Institute Indonesia Bandung, and Yogyakarta Institute of Arts Indonesia. In addition, this program has also collaborated with universities abroad, among others, Universiti Teknologi Mara (UiTM) Malaysia since 2014 until now. The form of cooperation includes student exchange, joint performances, joint exhibitions, joint seminars, and exchange of assessors for theses and dissertation exams. This study program has also extended cooperation together with Youngsan University South Korea, Halle University Germany, and the Ohio State University, U.S.A. 

The study program has also developed collaboration with domestic agency partners, for example the West Java Provincial Education Office, the Culture and Tourism Office, The West Java Museum, Art Communities, Art Studios, and Art-Subject Teacher Society (MGMP). We also conduct community service activities which include seminars, art education workshops, dance and music for teachers, studio instructors, creative actors, and the art community.

E. VISION AND MISSION

Vision 

To make the doctoral study program a pioneer in developing the disciplines of arts education at the international level.

Mision

1. Organizing Arts Education program to train future arts educators who are able to practice and develop science and/or technology through scientific reasoning and research;

   
   

2. Conducting interdisciplinary or multidisciplinary research and publication of scientific works and innovative works in the field of Art Education.

   
   

3. Organizing research-based community service that will contribute to the practice of science and technology for the betterment of society.

   
   

4. Organizing collaboration and network expansion with national and international communities, as well as other arts education study programs in Indonesia and other countries.

   
   

F. STUDY PROGRAM OBJECTIVES

The Doctoral Study Program aims to do the following:

• Organizing arts education programs to prepare professional graduates in the field of Arts Education.
• Developing human resources who are talented in writing, curatorial, delivering critics in the context of exhibitions and performing arts, as well as applying arts education and art science for the benefit of the community.
• Generating experts/professionals who can plan, implement, and evaluate Arts Education programs in various levels of formal and non-formal education.

G. GRADUATE PROFILES

H. GRADUATE LEARNING OUTCOMES

I. LEARNING PROCESS 

The doctoral program is directed at research and problem-solving skills that mobilize various research results and elaborate scientific theories and concepts to improve the quality of arts education in the micro, macro, and meso scopes. Constructive art education concepts against changing times are used to conduct research in an interdisciplinary, multidisciplinary, and transdisciplinary manner. 

Research plans for doctoral students National needs to be developed within the framework of clear research roadmaps. Research at doctoral level also needs to be aligned with UPI’s strategic plan. The state-of-the-art in the learning process will be emphasized on how students are expected to produce novelty in research that contributes to the world of art education and the community. Students must be adaptive to technological advances and digital transformation where they use technological sophistication for better productivity in the era of the industrial revolution 4.0. Moreover, intercultural awareness is an important reinforcement in the learning process. It will bridge two or more cultures which aim to gain understanding and appreciation of cultural differences that are meaningful as well as strengthening the value of character education. 

The study program emphasizes learning process of student-centered learning. While the teaching methods used varied from case study methods, project-based learning, problem-based learning. The characteristic of doctoral program incorporates interactive, creative, contextual, participatory, and collaborative learning. Students are required to read textbooks and related research from current article journals, conduct the analysis, discuss their ideas critically, then present their works. The student learning process is supported by the University which provides the necessary learning facilities and infrastructures. 

Students are encouraged to participate in various academic and non-academic activities, such as attending workshops, exhibitions, festivals, seminars, and conferences. The aim is to increase their competence as art educators, as well as to build networking with stakeholders. Students are required to take part as presenters, participants, and committee members in the Quovadis International Seminar on Arts Education held by the Arts Education Study Program every year, and the International Conference on Arts and Design Education (ICADE) which is held by The Faculty of Arts Education and Design.

Through the proposed learning process, it is hoped that the graduates of the Doctor of Arts Education will develop theories and concepts and innovative models in the field of art education. With their learning experience, it is also expected that they can provide solutions to various problems related to art education in Indonesia. 

J. ASSESSMENT AND EVALUATION SYSTEM

The Arts Education Doctoral program measures the competence of attitudes, knowledge, general skills, and special skills in four stages of assessment. Doctoral students are required to complete 42 to 49 credits of graduate coursework for three semesters. Then they need to pass their Qualifying Examination, English Competency Examination, Comprehensive Examination, Final Examination, and submit a dissertation (comprises 15 credits).

1. Course Assessment

The course assessment is done summatively and formatively. Summative assessment is carried out at the end of each semester, however formative assessment is carried out by the lecturer for one semester. Learning process activities and learning outcomes are the two main factors in the assessment which is determined by the students’ ability to conduct and report proper research. Course grades are regulated in the university academic guidelines, as follows:

2. Qualification Examination 

Qualification exams for doctoral degrees are arranged by the study program. Students are eligible to join the exam are those who have taken a minimum of 36 credits. The exam will measure students’ pedagogical competence, art education, and their choice of research methods. The exam is a test in the form of an essay. If a student does not meet the minimum requirement, then she/he will have to retake the exam. Upon a satisfactory completion of the exam, a letter from the UPI Postgraduate Director will confirm the students’ exam result. 

3. Research Proposal Examination

Research Proposal Examination is arranged by the Study Program. Students are to submit a research proposal which is approved by their supervisors and the Head of the Study Program. Students can register online through sps.upi.edu.siptama by uploading a copy of their credits taken and the proposal approval sheet. The schedule and examiners are determined by the Head of the Study Program. 

In the exam, a doctorate candidate must present the proposal before three examiners consisting of an academic supervisor and two examiners. The research feasibility as well as mastery of the field being investigated will be the main criteria to be assessed in the exam. If a proposal is rejected, then the student must re-write the proposal and apply for another exam. In the process of writing their dissertation, a doctoral student will be supervised by two supervisors. The main supervisor is a Professor from the study program, while the co-supervisor is an Associate Professor from the study program or scholars from other Universities in the same field of expertise. Once the research proposal is approved, a student will get a Director’s Decree (SK) regarding the research and dissertation-writing counselling. The decree is valid for one semester; thus, a student is required to submit a report describing the progress of her/his research every semester.

4. Dissertation Examination

The dissertation examination is carried out in two stages, where both stages require a doctoral candidate to present and defend the results and research findings before a committee of examiners. These examiners consist of one academic supervisor, two dissertation supervisors, one internal examiner and one external examiner. The final Ph.D. examination is the culmination of the doctoral program and consists of a closed examination (generally one to two hours in duration) followed by a public seminar of the candidate and the candidate’s dissertation work by the Ph.D. supervisory committee. In the public seminar the candidate can explain the essence of his/her work to the examining committee and the public in general, and in the closed portion to defend the dissertation in more specific detail before the Ph.D. committee alone. Candidates are declared to have passed with the range of scores applied by the Graduate School of UPI: cumlaude (3.76 – 4) sum ma cumlaude (3.51 – 3.75), and satisfactory (3.00 to 3.51).

K. CURRICULUM STRUCTURE OF DOCTORAL PROGRAM

The curriculum for the Doctoral Program in Arts Education offers two paths: Doctor by Coursework and Doctor by Research. For doctoral students who choose the Coursework program, the number of credits that must be taken is 42 to 49 credits. This goes for students who have a linear background in art education, while non-linear art education doctoral students must take 54 to 62 credits (these include 12 credits of Aanvullen courses). 

The length of time to take up the coursework is estimated to be 4 semesters, and to conduct the research is between 2 to 10 semesters. Doctor by Research students must enroll in courses which are equivalent to 46 credits in four semesters. Core subjects that must be taken in semester 1 are Pedagogical Foundation and Advanced Research Methods, as well as independent studies that are directly guided by the supervisors, in the form of literature reviews and exam-ready proposals. In semester 2, students must carry out research proposal seminar and conduct their preliminary research, as well as write for scholarly publications. While conducting their on-going research, Doctor by Research students must publish of at least 4 scholarly articles in reputable journals. Should Doctor by Research students fail to perform the requirements, they must transfer to Doctor by Coursework Program.

For are grouped into four categories, namely:

• Postgraduate Expertise Courses, 3 courses, 7 credits.
• Study Program Core Skills Courses, 4 courses, 14 credits.
• Study Program Elective Courses, 10 courses (only 3 courses are taken), 10 credits; and
• Aanvullen Courses (4 courses), 12 credits.
• Dissertation (15 credits).

L. MAPPING OF STUDY PROGRAM LEARNING OUTCOMES  AND COURSE LEARNING OUTCOMES 

Remarks:

T :  Course’s contribution to Study Program Learning Achievement is high 

S : Course’s contribution to Study Program Learning Achievement is medium 

R : Course’s contribution to Study Program Learning Achievement is low