The Master’s Program of Educational Research and Evaluation was first organized by IKIP Jakarta based on the Decree of establishment of Postgraduate No. 590/DIKTI//Kep/1993. This study program is supported by various teachers who have experts in their fields as well as professional education personnel. The Master Program of Research and Evaluation of Education Postgraduate UNJ Study Program has 22 permanent lecturers and 1 non-permanent lecturer of UNJ with a Educational Research and Evaluation Doctoral background of 18 lecturers, while 1 lecturer with a Doctoral Background in Counseling guidance and Master of Educational Research and Evaluation , 1 lecturer of Doctor of Psychology and Master of Educational Research and Evaluation , 1 lecturer with a background in Science Education, and 1 lecturer lecturer of Education Technology Lecturer.

The distribution of teaching burden to lecturers is based on the expertise of lecturers towards the subject.
The Master’s Program of Educational Research and Evaluation students come from graduates of State Universities (PTN) and Private Universities (PTS), staff of the Ministries of several ministries of the Republic of Indonesia, Education and Education Personnel from the elementary to higher education level, as well as other institutions whose fields of duty are relevant to the Educational Research and Evaluation Study Program.

Various types of activities organized by the Master’s Program of Educational Research and Evaluation Postgraduate Study Program UNJ to improve research and learning competencies include organizing workshop periodically, inviting lecturers from other universities and institutions that have relevant an with competencies in the Master’s Program of Educational Research and Evaluation Postgraduate Study Program UNJ, and knowledge sharing between students. The Master’s Program Educational Research and Evaluation is supported by facilities and infrastructure that have met the minimum standards determined by Ministerial Regulations of Directorate General Number 44 Year 2015 on National Standards of Higher Education (SNPT). The facilities and infrastructures include: Lecture halls, libraries, computer laboratories, labs school, Learning Management System, supporting facilities and infrastructure (places of worship, cafeterias).


1. Dr. Wardani Rahayu, M.Si. Coordinator
2 Dr. Yuliarti Sastrawijaya, M.Pd. Lecturer
3 Prof. Dr. Komarudin, M.Si. Lecturer
4 Dr. Agus Dudung R, M.Pd. Lecturer
5 Dr. Dinni Devy Triana, M.Pd. Lecturer
6 Dr. Anan Sutisna, M.Pd. Lecturer
7 Dr. Aip Badurjaman, M.Pd. Lecturer
8 Dr. Soeprijanto, M.Pd. Lecturer
9 Dr. Pinta Deniyanti, M.Si. Lecturer
10 Yuli Rahmawati, Ph.D Lecturer

To produce graduates to become professionals who:

  1. Having been able to design and select assessment tools, research methodologies in the field of research methodology to be adapted and in the field of graduate work;
  2. Have the ability to analyze critical to the theory and praxis of educational assessment, instrument development, and evaluation of programs in the field of education or professional practice through research for further study in Postgraduate or professional activities;
  3. Have the ability to communicate ideas, make decisions, manage, develop and maintain a network of work with colleagues and colleagues in the institution in accordance with professional ethics.
  1. Able to evaluate educational problems, analyze theory critically by determining the appropriate research methodology to solve research problems in the field of evaluation, measurement, or assessment of education with an interdisciplinary approach;
  2. Able to develop assessment frameworks and standard instruments to solve educational problems with an interdisciplinary or multidisciplinary approach based on academic values, norms, and ethics;
  3. Able to choose evaluation models to provide suitable problem solutions, tested and novelty and gaining recognition at the national and international level;
  4. Able to apply the science of Research and Evaluation Education professionally and continuous through research, literacy, and numeration;
  5. Able to devalue the results of research and development in the field of Research and Evaluation Education valuation education is current with a nationally recognized and globally recognized interdisciplinary approach.

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 Course

Code Courses CSH
99128113 Classic Test Theory 3 credits
99128123 Measuring Instrument Construction 3 credits
99128132 Classroom based Assessment 3 credits
99128143 Experimental Design 3 credits
99128153 Program Evaluation 3 credits
99128163 Qualitative Research Methodology in Education 2 credits
99128183 New Orientation in Education Psychology 3 credits
99128193 Educational Research and Evaluation Colloquium 3 credits


Elective Courses

Code Courses CSH
99128412 Testing Management 3 credits
99128423 Non-Parametric Statistics 3 credits
99128433 Regression Analysis 3 credits
99128443 Introduction to Item Response Theory 3 credits
99128453 Structural Equation Modeling 3 credits
Select one course from the Selected Courses available


Matriculation Courses

Code Courses CSH
99008013 The Foundation of Education Science* 3 credits

Note: * implemented before semester 1 lecture



Code Courses CSH
99008918 Thesis 8 credits


The Master’s Program in Educational Technology Study Program accredited “B” at National Accreditation Organization for Higher Education, Decree Number 316/SK/BAN-PT/Akred/M/I/2018, valid until January 16, 2023.

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