1. Graduate Competencies 

1. At master’s level, arts education graduate is able to design arts education concepts and their implementation professionally and responsibility in the formal and non formal education, higher education for future nation;

2. At master’s level, arts education graduate is able to develop science and technology through interdisciplinary and multidisciplinary innovative research,  tested in arts education and arts sciences based on academic ethics;

3. At master’s level, arts education graduate is able to make decision to solve problems, and to develop arts science, arts education, to increase human recourses quality; 

4. At master’s level, arts education graduate is able to become a lifelong learner who have entrepreneurships spirit, critical thinking skills, creative, collaborative, and communicative.

Graduate Learning Outcomes 

2. Learning Process  

The learning process at the master’s level is student-centered characterized by interactivity, creativity, contextual learning, and research based, discovery and inquiry. Learning takes place in the classroom, virtually/online, and in the learning resource locations (in the community). Case study, project-based learning, and research methods are commonly used by the lecturers in their teaching. The lecturer delivers the topic of discussion and its description and follows it up with a question and answer session and case discussion with the students. The student puts forward their ideas about the topic being discussed, usually about a topic relevant to research, then the lecturer directs and formulates the student’s research in a project. Lecture materials given to the students are the research results conducted by the lecturers and or the results of relatively recent research conducted by experts. However, students are also encouraged to find sources online or visit the library to complete their structured assignments in the form of scientific papers. Furthermore, students are required to have a firm understanding of arts education practices as the foundation of their knowledge. Active learning strategy is one of the points of quality standard listed in the Rectoral Policy Document of 2020.

Online classes are conducted through SPOT (Integrated Online Learning System) developed by UPI’s ICT Directorate, Google Classroom, Google Meet, Zoom, email, and other online media. The use of technology to conduct learning processes during the disruption era has helped improve the students’ capacity and productivity. The concept of “think globally act locally” has become an important part of the learning process as mastery of technology has to go hand in hand with fostering the love for traditional arts so that students’ intellectual acuity and technological mastery remain rooted in their respective cultural traditions. 

The use of community resources in learning is aimed at giving the students and the lecturers the actual experience of the academic discourses they are engaged in in the classroom, therefore avoiding the phenomenon of pseudo conceptual discourse. Students are actively elaborating, exploring, and experimenting under the guidance of the lecturer so that they can gain their own experiences in solving problems in arts education, arts science, and arts practice.

Field studies at schools, galleries, arts communities and cultural sites, and other cultural activities are conducted to sharpen the students’ critical thinking ability about the current situation and condition, enhance their aesthetics and develop their artistic potential through arts education perspective.

Students are encouraged to take part in various activities of workshops, exhibitions, festivals and seminars, both on and off campus, and at home and overseas.The aim is to improve their perspective in arts and arts education and study the changes that are taking place. The international seminar Quovadis Pendidikan Seni (Arts Education Quo Vadis) held annually by the Arts Education Study Program and the International Conference on Arts and Design Education (ICADE) held by the Faculty of Arts and Design Education (Fakultas Pendidikan Seni dan Desain or FPSD) are aimed at facilitating students to share knowledge and experience with art experts, art lecturers, art and culture educators, art practitioners, and the general public in order to develop and enhance their interdisciplinary understanding of arts science and arts education.

3. Assessment And Evaluation System

The master’s level of Arts Education Study Program measures the competences in attitude, knowledge, general competence, and specific competence in four stages, namely Assessment of courses (31 to 43 credit hours to be completed in three semesters), qualification assessment or comprehensive examination, research proposal examination, and grading of thesis defense, which are to be completed in 1 or two semesters (8 credit hours).

1. Course Assessment

Assessment is an integral part of learning process and outcome. Process assessment is conducted when students are actively participating in the learning process. It looks at analytical development of the students and their cultural attitude and behavioral changes. Grading of the outcome is made on the basis of accuracy in doing their assignment, Mid-Semester Examination (UTS), and Final Examination (UAS). If the UTS and UAS results are below the expectation, a lecturer can take a remedial action to improve the grade to meet the minimum standard for a particular course or more. Class attendance is one of the factors considered in determining the final grade.

Course grades are regulated in UPI’s Guidelines for Education Administration, the range of which is A, B+, B-.C+, C-, D, and E, which can be seen in the following table.

2. Qualification Examination 

At master’s level, qualification examinations are conducted and scheduled by the study program. Students take the examination after they have completed at least 24 credit hours. The examination tests student’s pedagogical competence and understanding of arts, science and research methods. It is an open book examination. The answers to the questions are written in essays. Grades are qualitative, namely pass, fail, or remedial.Students who do not meet the minimal standards can take a remedial and repeat once. The result of the examination is given in the form of a decision letter from the Director of School of Postgraduate Studies.

3. Thesis Proposal Examination

Thesis proposal examination is administered for students who are ready to conduct their thesis research. Students apply for proposal examination after consultation with and have their proposal approved by their Academic Advisor (AA) and head of the study program. Application for proposal examination is made online through sps.upi.edu.siptama by uploading semester study plan (kontrak rencana semester or KRS) and the approval page of the proposal. Schedule and examiners are determined by head of the study program.

In the examination, a student would be examined by three examiners consisting of his/her academic advisor and two examiners. Evaluation will be made on the worthiness, content, and mastery of the discipline that will be researched. The outcome of  the evaluation can be: a) approved without revision and student can go straight to thesis advising; b) approved with minor revision and student can go straight to thesis advising; and c) rejected and the proposal needs to be entirely revised. Students whose proposal is rejected have to repeat the proposal examination. Students who pass the proposal examination or have revised their proposal will apply for an advisor to the head of the study program. The student will then receive a decision letter for the research and thesis advising from the Director of School of Postgraduate Studies.

4. Thesis Defence Examination 

Thesis examination is conducted in two stages. In the first and second stages, students will present the results and findings of their research in front of the two advisors and two examiners and receive comments, criticism, suggestions and questions from them. The first stage examination usually focuses more on providing suggestions on the completeness of the data and shortcomings of the thesis than on asking examining questions. Students are given two weeks after the first stage examination to revise their thesis before going to the second stage. Examiners in the second stage will delve into the students’ knowledge about the topic they research by asking questions and providing suggestions and recommendations. Students who pass the first and second stage examinations will receive a grade of cumlaude (3.76 – 4), very satisfactory (3.51-3.75), satisfactory (3.00 – 3.50), the range of which is determined by the School of Postgraduate Studies.

4. Structure of Master’s (S-2) Courses 

The four semester courses offered at the master’s level of Arts Education Study Program comprise:

(1) Postgraduate Expertise Courses, 3 courses, 7 credit hours; 

(2) Study Program Core Expertise Courses, 5 courses, 15 credit hours; 

(3) Study Program Expertise Elective Courses, 9 Courses (three courses must be taken), 9 credit hours; 

(4) Complementary courses (Aanvullen), 4 courses, 12 credit hours: and 

(5) Thesis, 8 credit hours. 

Master’s level of Arts Education Study Program uses the Semester Credit Hours System (Sistem Kredit Semester or SKS). This system is used in all study programs of UPI and in Indonesia. The course structure of the Master’s level of Arts Education Study Program is as follows:

REMARKS: 

Students from non-arts education backgrounds take 4 courses (12 credit hours) from the Complementary (Aanvulen) Course category in the first and second, or third semester.

5. Mapping Of Study Program Learning Outcomes  And Course Learning Outcomes 

Remarks:

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

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

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