[vc_row u_row_style=”0″ u_row_paralax=”0″ u_row_scheme=”0″][vc_column width=”2/3″][vc_single_image image=”11966″ img_size=”full”][vc_tta_accordion style=”outline” shape=”square” color=”mulled-wine” spacing=”3″ c_position=”right” active_section=”1″ no_fill=”true”][vc_tta_section title=”Description” tab_id=”1530764492268-b68bb106-a3114d2a-dfcba39c-a0a4136d-3bcdee7e-2c1c”][vc_column_text]Indonesia’s National Development period 2014-2019 carries a big theme about the need for a development base in the mental revolution. The real mental revolution is aimed at the development of human resources in various sectors of Indonesian life. One of the development sectors that become a mainstay in human resource development is the education sector. In the national development period for 10 years (2004-2014) has given a foothold and development priorities in the education sector in order to prepare the golden generation 2045(the Golden Generation 2045). This strategic effort is one of the manifestations of the utilization of demographic bonuses of the Indonesian nation indicated the emergence of a period of dominance of the young generation in the structure of Indonesian society. The establishment of such strategic efforts need to develop and develop a national development strategy of the education sector that begins in the golden ages of early childhood (0-8 Years). The early childhood education sub-sector has become a priority and superior scale during the development period of education in the period 2004-2014.
Such strategic efforts have been realized in the period of development of the education sector with the birth of the Directorate General of Early Childhood Education, Non Formal and Informal (Director General of PAUD-NI) which is currently transformed into the Directorate General of PAUD and Dikmas. In addition, in the same period, Early Childhood Education undergraduate study programs have emerged in 114 educational institutions (LPTK) as part of the higher education sub-sector that helps produce professional educators in various types of Early Childhood Education institutions.
With the development of institutions, programs and policies PAUD needed thinkers, experts and consultants to help develop quality and affordable PAUD services. Paud experts are needed to develop a variety of scientific knowledge and good PAUD praxis (the best practice)through various scientific research. Paud experts and consultants need to be built through PAUD doctoral programs at the college level. In meeting these needs, the POST-Graduate PAUD study program of UNJ seeks to build the curriculum structure of the PAUD Doctoral program. This curriculum structure is prepared using competency analysis as required in Permendikbud number 73 year 2014 on the standards of the Indonesian National Qualification Framework. The implementation of a strata study program for PAUD teachers requires human resources (lecturers) who have special qualifications in the field of PAUD.[/vc_column_text][/vc_tta_section][vc_tta_section title=”Lecturers” tab_id=”1530764492269-a97477e6-b1404d2a-dfcba39c-a0a4136d-3bcdee7e-2c1c”][vc_column_text]
[/vc_column_text][/vc_tta_section][vc_tta_section title=”Objective” tab_id=”1530764938902-c7584f75-650d4d2a-dfcba39c-a0a4136d-3bcdee7e-2c1c”][vc_column_text]In line with the objectives of the implementation of higher education Universitas Negeri Jakarta and Postgraduate, the study programaims to produce masters graduates who are experts in the field of early childhood education with the following attributes:
- Have ability to use and develop knowledge and skills as lecturers early childhood education graduate/ early childhood education – Teacher Education, researchers, early childhood education consultants institutions and early childhood education manager.
- Have ability to analyze the theory and praxis for development and learning of early childhood responsible according to professional ethics
- Have a lifelong learning attitude through education, research, and training in both formal and non-formal activities in self-development efforts relevant to the field of early childhood education.
[/vc_column_text][/vc_tta_section][vc_tta_section title=”Learning Outcome” tab_id=”1530765068160-6718c317-6b264d2a-dfcba39c-a0a4136d-3bcdee7e-2c1c”][vc_column_text]
- Able to solve early childhood education problems based on pedagogy theory, literacy, information technology through scientific methods with interdisciplinary or multidisciplinary approaches that internalize academic values, norms, and ethics;
- Able to develop pedagogy theory, literacy, benefits of information technology in Early Childhood Education to produce solutions that are for improving the quality of people’s lives, nationality, and state through an interdisciplinary or multidisciplinary approach;
- Able to apply logical, critical, systematic, and innovative thinking in Early Childhood Education based on scientific rules, procedures, and ethics to improve the profession of Early Childhood Education that has social sensitivity and care for the community and the environment.
- Able to implement early childhood education problem solutions that are following the development needs of Early Childhood Education through proven research and novelty at the national level;
- Able to apply innovative learning by applying the concepts and principles of didactic-pedagogical in Early Childhood Education by utilizing the science and technology-oriented towards life skills and contributing to the improvement of the quality of people’s lives;
- Able to apply professionalism on an ongoing basis in the field of Early Childhood Education by researching reflective and evaluative measures;
- Able to understand early childhood education studies results are current with an inter and multi-disciplinary approach recognized by the Community of Early Childhood Education at the national level.
[/vc_column_text][/vc_tta_section][vc_tta_section title=”Course” tab_id=”1530765064040-caece16b-0d224d2a-dfcba39c-a0a4136d-3bcdee7e-2c1c”][vc_column_text]
General Course
| Code |
Courses |
CSH |
| 99008113 |
Philosophy of Science |
3 credits |
| 99008123 |
Research Methodology |
3 credits |
| 99008133 |
Statistics |
3 credits |
| 99008143 |
Indexed Scientific Article Writing |
3 credits |
Expertise Courses of Specific Study Programs
| Code |
Courses |
CSH |
| 99098113 |
Early Childhood Development |
3 credits |
| 99098123 |
Early Childhood Education Curriculum Development |
3 credits |
| 99098133 |
Early Childhood Language Education and Social Studies |
3 credits |
| 99098143 |
Early Childhood Art Education |
3 credits |
| 99098153 |
Early Childhood Mathematics and Science Education |
3 credits |
| 99098183 |
New Orientation in Education Psychology |
3 credits |
| 99098193 |
Early Childhood Education Colloquium |
3 credits |
Elective Courses
| Code |
Courses |
CSH |
| 99098413 |
Early Childhood Assessment |
3 credits |
| 99098423 |
Policy, Legal and Child Protection Analysis |
3 credits |
| 99098432 |
Inclusive Education Perspective |
3 credits |
| 99098443 |
Early Childhood Education Management |
3 credits |
| 99098453 |
Information and Communication Technology in Education |
3 credits |
| Select one course from the Selected Courses available |
Matriculation Courses
| Code |
Courses |
CSH |
| 99029013 |
The Foundation of Education science* |
3 credits |
Note: * implemented before semester 1 lecture
Thesis
| Code |
Courses |
Csh |
| 99008918 |
Thesis |
8 credits |
[/vc_column_text][/vc_tta_section][vc_tta_section title=”Accreditation” tab_id=”1530765062659-7d6fba46-3e8e4d2a-dfcba39c-a0a4136d-3bcdee7e-2c1c”][vc_column_text]The Master’s Program in Educational Technology Study Program accredited “A” at National Accreditation Organization for Higher Education, Decree Number 903/SKIBAN-PT/Akred/M/111/2018, valid until March 21, 2022.[/vc_column_text][/vc_tta_section][vc_tta_section title=”Curriculum” tab_id=”1530765059776-21bdf663-b42a4d2a-dfcba39c-a0a4136d-3bcdee7e-2c1c”][vc_column_text]The foundation of postgraduate curriculum development of Universitas Negeri Jakarta (UNJ), namely (a) Law No. 12 of 2012 on Higher Education, (b) Presidential Regulation No. 8/2012 on Indonesia’s National Qualification Framework (KKNI), (c) Permendikbud No. 73/2013 on The Implementation of KKNI in Higher Education, (d) Government Regulation No. 4/2014 on The Implementation of Higher Education and Higher Education Management, and (e) and Permendikbud No. 03 of 2020 on National Standards of Higher Education. Referring to the above policy, the master’s program curriculum implements KKNI level 8 (eight).
The content of the UNJ Postgraduate Master’s curriculum is encompassed in Graduate Learning Achieves (CPL), which includes aspects of attitude, general skill, special skill, and knowledge formulated based on SNPT The Year 2020 and descriptor KKNI level 8 (eight)). Graduate learning achievements (CPL)are spelled out into courses specific to the course, covering attitude, knowledge, general skills, and special skills.
The Master’s Study Program curriculum was developed based on outcome-based education (OBE) of international standards. The curriculum developed is oriented towards the occupational/professional map within the Indonesian National Qualification Framework (KKNI) of the field of expertise or science of each Study Program that can be equalized with international qualifications.
The UNJ Postgraduate Curriculum contains several courses grouped into matriculation courses, General Subjects (Courses)s, major courses/courses, basic educational courses, and choose courses.
Postgraduate issued a Certificate of Postgraduate Assistance (SKPI) or
diploma supplement referring to the Regulation of the Minister of Research, Technology, and Higher Education No. 59 of 2018 on Diploma, Certificate of Competency, Certificate of Profession, Degree, and Procedure for Writing a Degree in Higher Education. SKPI contains information on graduates’ activeness in the academic field, the social attitudes of graduates, and the qualifications of graduates following the level of the Indonesian National Qualification Framework (KKNI). SKPI is issued after validation, and the student is declared to have graduated from a study program at The Graduate School of Jakarta State University.
The qualifications expected from graduates of UNJ Postgraduate Master Program are following KKNI level 8 namely: (1) Able to develop pedagogy theory, literacy, benefits of information technology in educational technology to produce solutions that are in order to improve the quality of public life, nationality and state through an interdisciplinary or multidisciplinary approach; (2) Able to apply logical, critical, systematic, and innovative thinking in their field based on scientific rules, procedures and ethics in order to improve the profession of education and non-education that has social sensitivity and care for the community and the environment; (3) Able to solve educational and non-educational problems based on scientific methods with an interdisciplinary or multidisciplinary approach that internalizes academic values, norms, and ethics; (4) Able to implement educational and non-educational problem solutions that are following the needs of science and technology development through proven research and novelty at the national and international level; (5) Able to apply innovative learning by applying concepts and principles of didactic-pedagogical by utilizing science and technology-oriented towards
life skills and contributing to the improvement of the quality of people’s lives; (6) Able to apply professionalism on an ongoing basis in his field of expertise or knowledge by conducting research as reflective and evaluative measures; (7) Able to disseminate the results of studies in the field is current with an inter and multi-disciplinary approach recognized by the scientific community at the national and international level. To achieve these graduates’ qualifications, the learning process at Postgraduate UNJ is conducted in the form of face-to-face lectures and/or
blended learning, seminars, practicum, response, research, studio practices, workshop practices, or field practices.
The study assessment at UNJ Postgraduate includes assessing the process and assessment of student learning results to meet the achievements of graduate learning. Assessment techniques used are observation, participation, projects, rallies, assignments, written tests, or oral tests, which are student portfolios.
The composition of courses for Master’s program as follows.
Table 1. Disseminate of Study Loads for Background Bachelor of Education Program
| № |
Courses |
CSH |
| 1 |
General Courses |
12 |
| 2 |
Expertise Courses of Specific Study Programs |
18-24 |
| 3 |
Elective Courses |
3 |
| 4 |
Thesis |
8 |
|
Amount |
41– 47 |
CSH = Courses Semester Hours
Table 2. Disseminate of Study Loads for Background Bachelor’s Program Non
-Education
| № |
Courses |
CSH |
| 1 |
Matriculation Courses |
3 |
| 2 |
General Courses |
12 |
| 3 |
Expertise Courses of Specific Study Programs |
18-24 |
| 4 |
Elective Courses |
3 |
| 6 |
Thesis |
8 |
|
Amount |
44– 47 |
[/vc_column_text][/vc_tta_section][vc_tta_section title=”Activities” tab_id=”1619963547298-ad8c7f31-c393ee7e-2c1c”][/vc_tta_section][vc_tta_section title=”Achievement” tab_id=”1619963632936-eb07ccd7-049aee7e-2c1c”][/vc_tta_section][/vc_tta_accordion][/vc_column][vc_column width=”1/3″][vc_cta h2=”Master Program”]
[/vc_cta][vc_cta h2=”Doctoral Program”]
[/vc_cta][/vc_column][/vc_row]
