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

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

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. Accoun t ab i lity t o ward s students – ful f illing requireme n t s of t h e c urriculum Satisfying needs of industry – unemployed graduates Maintaining academic standards – unaccredited programmes Accountable to grant providing organizations ( stakeholders) Accreditation – outcome based education Issues In Higher Education

4. Issues In Teaching And Learning Student intake – qualification and quantity Staff – Qualification and competency Teaching process – transparent and control Assessment - outcomes Courses – up to date and relevant Facilities – 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 & Fac i l i ties Graduates with Ou t co m es 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 ou t c o me s , c o urs e ou t c o mes and pe r fo r mance 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) , S k ill s ( S ) and Attitude s (A ) t o b e 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, A elements 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 Providing education to produce excellent and competitive graduates. Conducting research leading to publications, Intellectual Property Rights (IPR), textbooks, policies and technologies that effectively and efficiently utilized to promote cultural and local resources. 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. 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 E conomics 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 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. Producing excellent researches that are responsive to the dynamic environment, able to spur changes in science and technology for the benefits of society. Organizing community service programs based on economics and business science and technology as well as local wisdom. Being a responsive faculty and an agent of change in science and technology. Being a science and technology development agencies in the field of economics and business especially in the social environment. 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 Ability to acquire and apply fundamental principles of science Capability to communicate effectively . Acquisition of technical competence in specialised areas of management and business Ability to identify, formulate and model problems and find organization and business solut i o n s bas e d on a management ap p roach. Ability to conduct research in chosen fields of management and business. Understanding of the importance of sustainability and cost- effectiveness in design and development of organization and business solutions. Understanding and commitment to professional and ethical responsibilities. Ability to work effectively as an individual, and as a member/leader in a team . Ability to be a multi-skilled manager with good technical knowledge, management, leadership and entrepreneurial skills . Awareness of the social, cultural, global and environmental r e s p on s ibi l i t ie s a s a n manager 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 Activ e r ole – must c o me p re p ared fo r each class; contribute by teaching others, actively participating, taking risks, learning from instructor/classmates E t hics – res pe c t , trus t and o p en n ess Co m mit t e d t o learning – c o n t inual 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.

25. OUTCOME BASED EDUCATION

26. KOMPONEN KURIKULUM BERBASIS KKNI

27. START Kurikulum Kesesuaian dgn SNDIKTI Sesuai A Tdk Ya Proses Evaluasi Kurikulum 2017

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 – Kode U Pembelajaran di dalam Prodi – Kode P Pembelajaran dapat diluar Undip ( mhs Undip ) – Kode L Pembelajaran dari luar Undip ( bukan mahasiswa Undip ) – 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 & Kewarganegaran Internet of Things (IoT) MK WPS 2 MKP 2 MKP 2 Bahasa Indonesia Olah Raga MK WPS 3 MKP 3 MKP 3 Kewirausahaan 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 3   4 5 No. Kelompok MK Nama Mata Kuliah Nama Mata Kuliah Kode MK Beban SKS Sem. 1. MK. Wajib Nasional (MKWN) Agama Agama   2 1/2 2. Pancasila dan Kewarganegaraan Pancasila dan Kewarganegaraan   3 1/2 3. Bahasa Indonesia 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 : Mata Kuliah Wajib Nasional, (7 SKS) Mata Kuliah Wajib Universitas , (14-16 SKS) Mata Kuliah Wajib Program Studi (min 60 % dari total SKS) Mata Kuliah Pilihan ( maks 24 SKS) 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 Lulusan Corporate/ Instansi Mitra Universitas -Prodi Prodi Merdeka Belajar ( Diluar Prodi)

34. 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 : Credit Transfer System (CTS) I Semester di Luar UNDIP (PTNBH atau Kampus di LN yang bereputasi ) Kuliah Lintas Prodi di UNDIP Untuk MK Pilihan Magang 1 Semester Setara dengan 18 SKS 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 8 SEMESTER PENUH STUDI DALAM PRODI 7 SEMESTER STUDI DALAM PRODI + 1 SEMESTER CTS (PTNBH atau PT di LN yang bereputasi ) 7 SEMESTER STUDI DALAM PRODI + 1 SEMESTER STUDI LINTAS PRODI DI UNDIP 7 SEMESTER STUDI DALAM PRODI + 1 SEMESTER MAGANG DI PERUSAHAAN ATAU LEMBAGA NEGARA 6 SEMESTER STUDI DALAM PRODI + 1 SEMESTER CTS + 1 SEMESTER MAGANG 6 SEMESTER STUDI DALAM PRODI + 1 SEMESTER CTS + 1 SEMESTER STUDI LINTAS PRODI 6 SEMESTER STUDI DALAM PRODI + 1 SEMESTER MAGANG + 1 SEMESTER STUDI LINTAS PRODI 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 Menambah Universitas Partner (MoU dan SPK) Membuat SOP ( Konversi MK dan Konversi Nilai) CTS dapat dilakukan pada semester 3 dan seterusnya Kegiatan Studi Lintas Prodi di UNDIP Mata Kuliah yang sama dengan Mata Kuliah yang ditawarkan di Prodi S1 Manajemen Mata Kuliah Pilihan sepanjang relevan dengan CPL Kegiatan Magang MoU dan SPK dengan Perusahaan atau Institusi Lain yang aktivitasnya relevan untuk mendukung tercapainya CPL Membuat SOP dan Panduan Magang Start-Up Business Membuat Pedoman Stast -up Business Implemetasi kerjasama dengan KKIB ( Inkubator Bisnis )

38. 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 : Credit Transfer System (CTS)/ Pertukaran Mahasiswa , I Semester di Luar UNDIP. Kuliah Lintas Prodi di UNDIP Untuk MK Pilihan Magang 1 Semester Setara dengan 18 SKS Start-up Business untuk Konsentrasi Kewirausahaan Kurikulum berlaku untuk angkatan 2020

39. IMPLEMENTASI KURIKULUM MERDEKA BELAJAR PRODI S1 MANAJEMEN FEB UNDIP KEGIATAN CTS/ PERTUKARAN MAHASISWA (OUTBOUND) Perkuliahan 1 Semester di Universitas Mitra Diutamakan di Luar Negeri Guna Mendapatkan International Exposure CTS Dapat Dilakukan Pada Semester 3 Dan Seterusnya Pembiayaan Mandiri atau Beasiswa (SHARE) Mahasiswa memilih prodi di Universitas mitra yang ditawarkan oleh Fakultas atau mencari Universitas tujuan secara mandiri . Kaprodi Menyetujui Prodi Tujuan dan Mata Kuliah Yang Akan Diambil Di Universitas Tujuan . Pendaftaran ke Universitas Mitra sesuai kesepakatan dan ketentuan yang berlaku . Mahasiswa mengikuti perkulihan di kampus mitra sesuai system dan peraturan akademik kampus mitra Mahasiswa menyerahkan KHS dari kampus mitra dan Kaprodi Mengkonversi MK dan Nilai Yang Didapat ke Transkrif Nilai Mahasiswa Mahasiswa Dapat Mengajukan Pembebasan Atau Keringanan UKT Selama Mengikuti Kegiatan CTS

40. IMPLEMENTASI KURIKULUM MERDEKA BELAJAR PRODI S1 MANAJEMEN FEB UNDIP KEGIATAN CTS/PERTUKARAN MAHASISWA (INBOUND) Mahasiswa dari Prodi S1 Manajemen Universitas Mitra (Prodi Mitra) menempuh perkuliahan 1 semester di Prodi S1 Manajemen FEB Universitas Diponegoro Ada MoU antar Rektor dan PKS antar Dekan UKT disepakati antar Dekan (PKS) Prodi S1 Manajemen FEB Undip menentukan kuota mahasiswa inbound untuk setiap prodi mitra , Prodi S1 Manajemen Universitas Mitra melakukan seleksi . 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. Staf admistrasi di Prodi mengisikan IRS mahasiswa inbound sesuai mata kuliah yang diambil oleh mahasiswa inbound. Mahasiswa dari prodi mitra mengikuti perkuliahan di prodi S1 Manajemen FEB UNDIP Bersama mahasiswa S1 Manajemen FEB UNDIP. Fakultas menerbitkan KHS untuk mahasiswa prodi mitra . Mahasiswa dari prodi mitra Kembali ke kampus masing-masing.

41. 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

42. Definition: Blended Learning is an integrated approach to teaching and learning that includes multiple mode of instruction and learner’s practice. Blended Learning

43. 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

44. 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.

45. Key Components of Blended Learning Self- Paced eLearning Face-to-Face Learning Mobile Learning Social Learning Virtual Classroom

46. Types of Blended Learning Models The Rotation Blended Learning Model – It involves both face-to-face instruction time and online study time. The Flex Blended Learning Model – 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. The A La Carte Blended Learning Model – 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. The Enriched Virtual Blended learning Model – It is centered around face-to-face instruction, which is supplemented by online tools and resources after the instructor-led sessions have been completed.

47. Key Benefits Cost- Effectiveness C onsistency Real-Time Access Learners in Control Greater Retention Facilitates corporate training feedback Provides personalized training experience Data Tracking is more Quick and Convenient.

48. Terima kasih Sebagian PPT ini diambil dari : Dr. Jayesh Patidar www.nursingpath.in