DOCUMENT OF ASSESSMENT
FOR ASEAN UNIVERSITY NETWORK – QUALITY ASSURANCE
SELF ASSESSMENT REPORT
STUDY PROGRAM OF COMMUNITY DEVELOPMENT AND
COMMUNICATION
DEPARTMENT OF COMMUNITY DEVELOPMENT AND
COMMUNICATION SCIENCES
FACULTY OF HUMAN ECOLOGY
BOGOR AGRICULTURAL UNIVERSITY
TABLE OF CONTENTS
I.
INTRODUCTION ................................................................................................... 1
1.1. Executive Summary ....................................................................................... 1
1.2. Organization of Self Assessment ................................................................... 3
1.3. Brief Description of the University, Faculty, and Department ...................... 3
II. AUN-QA REQUIREMENT CRITERIA ................................................................ 8
2.1.
2.2.
2.3.
2.4.
2.5.
2.6.
2.7.
2.8.
2.9.
2.10.
2.11.
2.12.
2.13.
2.14.
2.15.
Expected Learning Outcomes ........................................................................ 8
Program Specifications .................................................................................. 13
Program Structure and Content ...................................................................... 16
Teaching and Learning Strategy .................................................................... 22
Student Assessment ....................................................................................... 24
Academic Staff Quality.................................................................................. 32
Support Staf Quality ...................................................................................... 34
Student Quality .............................................................................................. 37
Student Advice and Support .......................................................................... 41
Facilities and Infrastructure ........................................................................... 44
Quality Assurance of Teaching and Learning Process .................................. 50
Staff Development Activities ......................................................................... 52
Feedback of Stakeholders .............................................................................. 52
Output ............................................................................................................ 53
Stakeholder Satisfaction................................................................................. 57
III. STRENGTHS AND WEAKNESSES ANALYSIS ................................................ 59
3.1. SWOT Analysis ............................................................................................. 59
3.2. Improvement Plan .......................................................................................... 62
IV. APPENDIXS ........................................................................................................... 65
4.1. Glossary ......................................................................................................... 65
4.2. List of Appendixs ........................................................................................... 66
I. INTRODUCTION
1.1.
EXECUTIVE SUMMARY
"Self Assessment Report" document is prepared for ASEAN University Network for
Quality Assurance (AUN - QA). Assessment for Study Program of Community Development
and Communication (CDC) in undergraduate degree (sarjana, bachelor) offered by
Department of Community Development and Communication Sciences (CDCC, Departemen
Sains Komunikasi dan Pengembangan Masyarakat), Faculty of Human Ecology (FHE,
Fakultas Ekologi Manusia), Bogor Agricultural University (BAU, Institut Pertanian Bogor).
The document consists of introduction of BAU, FHE and CDCC, self assessment
section according to AUN-QA criteria (15 criteria), SWOT (Strength, Weakness,
Opportunity, and Threat) analysis and improvement plan.
Bogor Agricultural University (BAU) was established in 1963. According to BAU
Strategic Plan 2008-2013 the vision is to become an international level research-based
university with the core competency in tropical agriculture and bioscience within
entrepreneurship character.
Faculty of Human Ecology (FHE) of Bogor Agricultural University (BAU) was
established in 2005, which comprises Department of Community Nutrition (CC), Department
of Family and Consumer Sciences (FCS), and Department of Community Development and
Communication Sciences (CDCS). Vision of FHE of BAU is to be a research based higher
education institution that is international and down to earth in field of human ecology to
support the development of tropical agriculture and biosciences characterized by
entrepreneurship.
Department of Community Development and Communication Sciences (CDCS) is the
first department in this field in Indonesia. The department is a reproduction of disciplines of
agricultural extension sciences that have emerged since Bogor Agricultural University was
established in 1963. Even though its name has changed several times, the Department of
Community Development and Communication Sciences, which was established officially in
2005, stays true to its root of sciences, that is science anchored in development of social
sciences.
The vision of Department of Community Development and Communication Sciences
is to become a superior department with international reputation in developing science
technology (science, technology and art), community development communication and
producing in general qualified human resources, research and specifically the tropical
agriculture community development.
The implication of the shift in development paradigm in Indonesia to support
community empowerment programs is the emergence of a greater need for graduates of
Community Development and Communication Sciences (CDCS) in government, NGO and
private sectors. Therefore the curriculum of CDC undergraduate study program is formulated
with the orientation on demand and need for facilitators’ or mentors’ competencies for
community empowerment program. Based on job description analysis and tracer study,
bachelor degree graduates have the potential to become facilitators or mentors that
encompasses various professions, such as extension workers (facilitator level), community
development workers, workers of corporate social responsibility (CSR), development
communication communicators Based on the above job description analysis of professions and reference of level 6
Indonesian National Qualification Framework (INQF), expected learning outcomes (ELO) of
CDC study program are formulated as follows:
Study Program of Community Development and Communication
----------------------------------------------
1 1. Capable of designing, implementing, monitoring, and evaluating community
development program and communication program for resolving social problems, and
capable of adapting to various situations, that is various levels of community
empowerment (community or social organization), development sector (private,
government or NGO) and various professions of facilitator (extension
workers/development communicators, community development workers or workers
of corporate social responsibility).
2. Capable of making appropriate decisions based on analysis of information and data
using various approaches, and capable of providing direction for selecting various
alternatives of methods and techniques of development of community and programs
of communication and extension.
3. Responsible for process and results of individual work; and is truthful, critical, able to
lead, empathetic, support marginal group, innovative, cooperative and accountable to
local institution and community, and other stakeholders.
4. Master theoretical concepts of sociology, anthropology, social psychology,
communication, human ecology, extension, demography, and theoretical concept of
special section in fields of extension, development communication, ecology of
politics, rural sociology and community development (mastery of knowledge) so as to
function as extension workers, development communicators and community
development workers and workers of corporate social responsibility.
To ensure coherence and sequence of courses in attainment of learning outcomes, the
composition and course sequence have been formulated systematically in accordance with
ELO level produced until mastery level is attained. During early semesters, students develop
ELO at level of introductory through introductory courses (I). Then students take several
reinforced courses (R) and later on take courses that enable the attainment of ELO mastery
level (M) – for each ELO.
Effectiveness of the achievement of ELO is demonstrated by the qualities of
education, research and community service, and it is also demonstrated by the quality of the
supporting physical and human resources. At CDC study program, high quality education is
indicated by the highest average value of the evaluation process of learning and teaching at
BAU, average graduate GPA of above 3.00, judicium graduates with “very satisfactory”
evaluation, first employment gain less than 3 months, and satisfaction of the majority of users
whose responses on the performance of the alumni include "very satisfied" and "satisfied",
and interests shown by prospective students where the rank reaches the ten largest at BAU.
The efficient implementation of ELO is indicated by the achievement of educational
results obtained faster (indicating time and cost efficiency) and more results from the
education, research and community development (cost efficiency). Educational efficiency of
CDC study program is shown by more than 80 % of the students graduating on time or about
double the average conditions in BAU, abundant publications by the academic staff and
students which are in line with the number of journals and papers presented by CDCC
Department, followed by a large number of research and community service activities.
SWOT analysis show that position of CDC study program is on a quadrant to increase
aggressiveness. Improvement plan of CDC study program is directed toward following
policies:
1. Implementing vision and missions of CDCC Department so that they can be realized
at the latest by 2025.
2. Using leadership skills, CDC Academic SIM and quality control to manage a large
number of students and academic staff while the quality of the academic community
of CDC study program can be maintained.
Study Program of Community Development and Communication
----------------------------------------------
2 3. Strengthening collegial ties among academic staff and improving education personnel
to achieve the vision of competent education of CDC study program.
4. Developing integrative learning process supported by sufficient tools, materials and
infrastructure, resulting in competent graduates.
5. Strengthening student activities and enhancing cooperation with external parties in
terms of scholarships and employment opportunities.
6. Using the existing infrastructure and facilities to improve the competence of students
and graduates of CDC study program.
7. Improving collaboration for research and community service and improving national
and international publications.
8. Applying the results of research to improve the welfare of the community.
1.2.
ORGANIZATION OF SELF ASSESSMENT
Head of Department of Community Development and Communication Sciences
(CDCC) appointed a team of international accreditation of ASEAN University Network for
Quality Assurance (AUN - QA). The team consists of steering committee and organizing
committee. Steering committee is comprising head of department, secretary of department,
major officers of Community Development and Communication Sciences (CDC), as well as
head of Divisions. Steering committee provides policy direction on structure of writing and
plan to follow-up activities from SWOT analysis.
Organizing committee is consisting of academic staffs and supporting staffs. Team
members draw up any part of this document. Sections are divided into aspects of Expected
Learning Outcomes/ELO (2.1, 2.2), curriculum and learning (2.3, 2.4, 2.5), academic staff
and supporting staff (2.6, 2.7, 2.12), student and alumni (2.8, 2.9, 2.13, 2.14, 2.15),
infrastructure (2.10), and management (2.11, section 1 and section 3).
Preparation of this document was conducted in 2009, 2012 and 2013. The team has
been taking meeting weekly since June 2013. The draft documents was discussed and
disseminated to academic staffs, supporting staffs, students and stakeholders.
1.3.
BRIEF DESCRIPTION OF THE UNIVERSITY, FACULTY, AND
DEPARTMENT
1.3.1. Bogor Agricultural University
Bogor Agricultural University (BAU) was established in 1963. According to BAU
Strategic Plan 2008-2013 the vision is to become a international level research-based
university with the core competency in tropical agriculture and bioscience within
entrepreneurship character. In line with this vision, the missions are formulated as follows:
(1) Conduct higher education of excellent quality and a comprehensive student guidance for
the advancement of nation’s competitiveness; (2) Develop science and technology to meet
current needs of agricultural and maritime communities and the future trends more
competitively; (3) Develop higher education management system characterized by
entrepreneurship, effectiveness, efficiency, transparency, and accountability; (4) Promote the
establishment of civil society based on truths and human rights. There are 9 faculties and 38 departments in BAU. In addition, there are 16 diploma
level study programs, 35 undergraduate study programs, 79 master degree study programs,
and 48 PhD degree study programs. These study programs encompass an extensive range of
sciences, consisting of agricultural sciences, social economic sciences, maritime science and
technology degree, engineering sciences, mathematics and computer science, and human
ecology.
In 2011 the number of students studying at BAU reached 25,629 students, in which
6,040 were diploma level students, 15,547 undergraduate degree students, 2,495 master
Study Program of Community Development and Communication
----------------------------------------------
3 degree students, and 1,526 PhD degree students. Learning process was supported by 1,246
faculty members, consisting of 12% professors, 44% PhDs, 33% masters, and 11% bachelor
degree.
Available facilities comprise main library and digital library, learning facilities via
information technology, research fields and laboratories. There are also 14 villages
established around campus to link scientific capacity with social problems. In addition, there
are dormitories and accommodation facilities for students and university guests.
1.3.2. Faculty of Human Ecology
Faculty of Human Ecology (FHE) of Bogor Agricultural University (BAU) was
established in 20051, which comprises Department of Community Nutrition (CC),
Department of Family and Consumer Sciences (FCS), and Department of Community
Development and Communication Sciences (CDCS). Vision of FHE of BAU is to be a
research based higher education institution that is internationalize and down to earth in field
of human ecology to support the development of tropical agriculture and biosciences
characterized by entrepreneurship. In order to attain this vision, the following series of
missions are formulated, (1) implementation of human ecology higher education of
international standard with main competencies in nutrition sciences, family and consumer
sciences, and community development and communication sciences; (2) implement interdisciplinary and trans-disciplinary researches and development of Science and Technology
and Arts in human ecology for social transformation; (3) implement community service to
attain better and sustainable individual, family and community standard of living.
In order to attain the vision and missions, FHE of BAU is supported by faculty
members who are graduates from renowned national and overseas universities. Complete
information on FHE faculty members is shown on Table 1.3.1.
Table 1.3.1. Distribution of FHE BAU Faculty Members according to Department,
Functional Position and Level of Education in 2013
Number of Tenured Faculty Members
assigned at Department/Study Program
CC
FCS
CDCS
Total in
Faculty
Percentage
(%)
No
Description
A
1
2
3
4
5
2
1
7
12
9
31
4
6
5
2
17
8
12
16
3
39
2
13
25
33
14
87
2.30
14.94
28.74
37.93
16.09
100.00
B
Functional Position :
Assistant Instructor
Instructor
Assistant Professor
Associate Professor
Professor
TOTAL
Level of Education :
1
2
3
Bachelor degree
Master degree
PhD
4
5
22
0
7
10
0
15
24
4
27
56
4.60
31.03
64.37
TOTAL
31
17
39
87
100.00
The number of educational staff in FHE is 68 persons. For improvement of
competency and qualification, a number of these staff attends trainings held by BAU and
other institutions.
In preparation and development of curriculum, FHE functions as coordinator and in
assuring quality of education implementation. Activities conducted are facilitation of meeting
1
In line with Decree of Bogor Agricultural University Rector No. 112/K13/OT/2005 dated August 2nd, 2005.
Study Program of Community Development and Communication
----------------------------------------------
4 among three departments in a form of workshop to prepare curriculum once in every five
years and to monitor curriculum implementation every semester and academic year.
Monitoring and evaluation of learning implementation process in departments are also
conducted through the work of quality assurance group at faculty level. The function of this
group is to coordinate in relation to issues in the departments, where the faculty acts as unit
of quality assurance. Performance of faculty members is monitored through Evaluation of
Teaching and Learning Process conducted at end of every semester.
The number of bachelor degree students in FHE reaches 1,647 students, consisting of
755 students of Community Nutrition Department, 257 students of Family and Consumer
Science Department, and 609 students of Community Development and Communication
Department. Average student study period in Faculty of Human Ecology is 4.1 years, with
graduates average Cumulative GAP of 3.17. FHE students were awarded 2nd in BAU student
achievement (2009), 1st in BAU student achievement (2010), 2nd in national student
achievement (2010), and were also involved in other international events.
1.3.3. Department of Community Development and Communication Sciences
Department of Community Development and Communication Sciences (CDCS) is the
first department in this field in Indonesia. The department is a reproduction of disciplines of
agricultural extension sciences that have emerged since Bogor Agricultural University was
established in 1963. Even though its name has changed several times, the Department of
Community Development and Communication Sciences, which was established officially in
2005, stays true to its root of science, that is science anchored in development of social
sciences.
Department of Community Development and Communication Sciences manage study
programs at levels of undergraduate degree (bachelor degree) and post-graduate degree
(Masters and PhD). The study program at undergraduate level is Community Development
and Communication, whereas at post-graduate level are Rural Sociology (Masters and PhD),
Development Extension Sciences (Masters and PhD), Development Communication and
Agriculture (Masters and Phd), and Community Development (Masters).
The vision of Department of Community Development and Communication Sciences
is to become a superior department with international reputation in developing science
technology (science, technology and art), community development communication and
producing in general qualified human resources, research and specifically the tropical
agriculture community development. In order to attain this vision, the following seven
missions are formulated: (1) Conduct a dynamic qualified high education according to the
transformation of time; (2) Develop recent researches valuable to stakeholders, (3) Motivate
and create the services to society through the community development program, (4)
Implement the community empowerment mission in the sector of social, economics and
politics using the participative approach with the dedication to bring welfare for Indonesian
people, (5) Develop a partnership corporation based on mutual benefit with various
institutions, either private or government in the country or outside Indonesia, (6) Actualize an
independent community, communicative, adaptive to the environment and highly self
supporting and tolerant to various differences in opinion, ethnic group, race, religion, and
gender in agriculture and rural development, (7) Actualize the development paradigm that
will bring welfare to stakeholders reaching to civil society.
Study Program of Community Development and Communication
----------------------------------------------
5 Bogor Agricultural University Faculty of Human Ecology Departement of Community Development and CommunicaBon Sciences Undergarduate Program of Community Development dan CommunicaBon Other FaculBes Other Departments Master Programs Phd Programs Figure 1.3.1. Position of Study Program of Community Development and Communication
Sciences
Study Program of Community Development and Communication
----------------------------------------------
6 II. AUN-QA REQUIREMENT CRITERIA
2.1.
EXPECTED LEARNING OUTCOMES
The implication of the shift in development paradigm in Indonesia to support
community empowerment programs is the emergence of a greater need for graduates of
Community Development and Communication Sciences (CDCS) in government, NGO and
private sectors. Therefore the curriculum of CDC undergraduate study program is formulated
with the orientation on demand and need for facilitators’ or mentors’ competencies for
community empowerment program. Based on job description analysis and tracer study,
bachelor degree graduates have the potential to become facilitators or mentors that
encompasses various professions, such as extension workers (facilitator level), community
development workers, workers of corporate social responsibility (CSR), development
communication communicators (Figure 2.1.1 and Table 2.1.1).
EXTENSION (ELO 1.5, ELO 2.1) DEVELOPMENT COMMUNICATION COMMUNITY DEVELOPMENT (ELO 1.1) CORPORATE SOCIAL RESPONSIBILITY Figure 2.1.1. Diagram Venn of Job Description and Its Relation to Expected Learning
Outcomes of CDC Undergraduate Degree Study Program
Table 2.1.1. Teaching and Learning Strategy and Assessment
ELO
ELO 1.1
ELO 1.2
Learning Outcomes
Teaching and Learning
ELO 1. Job Related
Conduct social mapping
Lectures, group work,
discussion, field work
Design and produce messages
Lectures, group work, field
for communication and
work, group presentation, film
extension for purpose of:
production, media production
a. Advocacy (policy maker)
b. Alliance (building
network)
c. Capacity improvement
(training, promotion,
maketing)
d. Organizing
Study Program of Community Development and Communication
Assessment
Examinations, field report
Examinations, field report,
oral presentation, film
production, media
production.
----------------------------------------------
7 ELO
Learning Outcomes
ELO 1.3
Design program, project or
activity for purpose of:
a. Advocacy (influence
policy maker)
b. Alliance (building
network)
c. Capacity improvement
(training, promotion,
marketing)
d. Organizing group,
organization, and
community
Conduct evaluation of
program, project or activity
Conduct scientific writing and
review
ELO 1.4
ELO 1.5
ELO 2.1
ELO 2.2
Teaching and Learning
Assessment
Lectures, group work, field
work, project work, advocacy,
peer group presentation,
seminars, some courses are
delivered using “Student
Centered Learning” approach.
Examinations, field report,
oral presentation,
Lectures, group work, field
work, project work
Lectures, group work, literature
study, tutorials
Examinations, field report,
oral presentation,
Examinations, oral
presentation, final year
project report and defense
ELO 2. Managerial Competencies
Capable of working together in Group work, peer group
planning, implementation, and
presentation, project work, field
evaluation of program, project
work, media production, film
or activity
production
Capable of making decision
Group work, field work, project
based on analysis of data and
work.
information at level of
community or organization
Field report, oral
presentation, media
production, film production
Field report, oral
presentation, final year
project report and defense
Based on the above job description analysis of professions and reference of level 6
Indonesian National Qualification Framework (INQF), expected learning outcomes (ELO) of
CDCS study program are formulated as follows (Table 2.1.2):
1. Capable of designing, implementing, monitoring, and evaluating community development
program and communication program for resolving social problems, and capable of
adapting to various situations, that is various levels of community empowerment
(community or social organization), development sector (private, government or NGO)
and various professions of facilitator (extension workers/development communicators,
community development workers or workers of corporate social responsibility).
2. Capable of making appropriate decisions based on analysis of information and data using
various approaches, and capable of providing direction for selecting various alternatives
of methods and techniques of development of community and programs of
communication and extension.
3. Responsible for process and results of individual work; and is truthful, critical, able to
lead, empathetic, support marginal group, innovative, cooperative and accountable to
local institution and community, and other stakeholders.
4. Master theoretical concepts of sociology, anthropology, social psychology,
communication, human ecology, extension, demography, and theoretical concept of
special section in fields of extension, development communication, ecology of politics,
rural sociology and community development (mastery of knowledge) so as to function as
extension workers, development communicators and community development workers
and workers of corporate social responsibility.
Study Program of Community Development and Communication
----------------------------------------------
8 Tabel 2.1.2. Job Description
No.
1
2
3
4
5
6
7
1
2
3
4
5
1
2
3
4
5
6
7
Job Description
Corporate Social Responsibility
Analyze and mobilize external
stakeholders
Identify dilemma of ethics
Mobilize support from top
management
Capable of developing personal skills
to overcome dilemma of ethics
Implement CSR that are appropriate
for all stakeholders
Gain support from stakeholders
through trust and information
transparency
Process of evaluation
Extension worker
Actualize values of life
Organize work
Conduct open communication
Building network
Organize community
Collect and process data of regional
potential
Compile agricultural extension
programs
Compile agricultural extension
materials
Produce and use agricultural
extension media
Apply method of agricultural
extension
Establish and develop farmer
institution
Evaluate implementation of
agricultural extension
ELO 1.2
ELO
ELO
1.2.2
1.2.3
EL
O
1.1
ELO
1.2.1
M
I
I
M
M
R
R
I
I
M
I
ELO 1.3
ELO
ELO
1.3.2
1.3.3
ELO 2
ELO
ELO
2.1
2.2
ELO
1.4
ELO
1.5
R
M
R
M
M
M
R
R
M
R
R
R
M
I
M
R
I
M
R
I
M
ELO
1.2.4
R
ELO
1.3.1
I
I
M
ELO
1.3.4
ELO 3
I
I
I
M
M
I
I
M
R
I
I
M
R
I
I
M
R
I
I
M
R
I
I
I
M
R
M
M
M
R
M
M
M
M
M
I
I
M
R
I
I
M
R
M
M
M
M
M
M
I
R
M
R
M
I
I
R
M
M
ELO
4
I
I
M
I
I
R
I
I
M
R
R
I
I
M
R
I
I
M
R
I
M
I
I
I
R
R
R
R
R
R
R
M
R
R
M
R
R
M
Note: I = introductory level; R = reinforced level; M = masters level
Study Program of Community Development and Communication
-------------------------------------------------------------------------------------------------------------------------- 9
For practicality, point 4 of the four Expected Learning Outcomes (ELO) is not
detailed into several sub-ELO because CDC study program emphasizes more on applied
aspects (point 1, 2 and 3). Depth of mastery of point 4 ELO is described on the second line
of each column of courses, which reveals the variety of theoretical concept of social sciences
fields. Meanwhile, point 1, point 2 and point 3 are detailed into the following sub-ELO:
Job Related
ELO 1.1 Conduct social mapping
ELO 1.2 Design and produce messages for communication and extension for purpose of :
ELO 1.2.1 Advocacy (policy making)
ELO 1.2.2 Alliance (building network)
ELO 1.2.3 Capacity improvement (training, promotion, marketing)
ELO 1.2.4 Organizing
ELO 1.3 Design program, project or activity:
ELO 1.3.1 Advocacy (influence policy makers)
ELO 1.3.2 Alliance (building network)
ELO 1.3.3 Capacity improvement (training, promotion, marketing)
ELO 1.3.4 Group organization, organization, and community.
ELO 1.4 Conduct evaluation of program, project or activity
ELO 1.5 Conduct scientific writing and review
Managerial Competencies
ELO 2.1 Capable of working together in planning, implementation, and evaluation of
program, project or activity
ELO 2.2 Capable of making decisions based on analysis of data and information at level of
community or organization.
Personal Competencies
ELO 3 Responsible for individual work and is accountable for attainment of organization
work results:
ELO 3.1 Truthful
ELO 3.2 Critical
ELO 3.3 Leadership
ELO 3.4 Empathetic
ELO 3.5 Support marginal group
ELO 3.6 Innovative
ELO 3.7 Cooperative
ELO 3.8 Communicative
ELO 4 Master theoretical concepts of sociology, anthropology, social psychology,
communication, human ecology, extension, demography, and theoretical concept
of special section in fields of extension, development communication, ecology of
politics, rural sociology and community development (mastery of knowledge)
ELO 4.1 Memorize
ELO 4.2 Understand
ELO 4.3 Apply
ELO 4.4 Analyze
ELO 4.5 Evaluate
ELO 4.6 Invent
Study Program of Community Development and Communication
----------------------------------------------
10
To ensure coherence and sequence of courses in attainment of learning outcomes, the
composition and course sequence have been formulated systematically in accordance with
ELO level produced until mastery level is attained. During early semesters, students develop
ELO at level of introductory through introductory courses (I). Then students take several
reinforced courses (R) and later on take courses that enable the attainment of ELO mastery
level (M) – for each ELO.
To assure that orientation of curriculum is on LO, the CDC study program enriches
the program with authentic and innovative assignments (see Table 2.1.3 and Table 2.1.4).
Such assignments are, for examples, project of small media production (posters, leaflets, etc),
multi media (film, radio, internet and television), ’Human Ecology Week’, ’Communication
Day’, and assignments that encourage activism such as advocacy to House of Representatives
(Dewan Perwakilan Rakyat), writing in local mass media and field work. Formats of paper
are varied, which is not only as means to enhance critical mind and capability in analyzing
and making argumentation, but also as tool to enhance creativity (creative writing) and
develop personality (reflective paper and empathy paper).
Table 2.1.3. Teaching and Learning based on ELO Levels
ELO
ELO 1.1
ELO 1.2
ELO 1.3
ELO 1.4
ELO 1.5
ELO 2.1
ELO 2.2
Learning Outcomes
ELO 1. Job Related
Conduct social mapping
Teaching and Learning
I
Lectures,
Group work
Lectures,
group work,
R
Peer group
presentation
Peer group
presentation
M
Field work
Design and produce message for
communication and extension for
purpose of:
a. Advocacy (policy makers)
b. Alliance (building network)
c. Capacity improvement
(training, promotion, marketing)
d. Organizing
Design program, project or activity
Lectures,
Peer group
for purpose of:
group work,
presentation
a. Advocacy (influence policy
makers)
b. Alliance (building network)
c. Capacity improvement (training,
promotion, marketing)
d. Organizing group, organization,
and community
Conduct evaluation of program,
Lectures,
Peer group
project or activity
group work
presentation
Conduct scientific writing and
Lectures,
Literature study
review
group work,
ELO 2. Managerial Competencies
Film production, media
production, advocacy,
communication day,
tutorials
Capable of working together in
planning, implementation, and
evaluation of program, project or
activity
Capable of making decisions based
on analysis of data and information
at level of community or
organization
Field work, media
production, film
production, project
work
Field work, Project
work
Group work,
Group work
Study Program of Community Development and Communication
Peer group
presentation
Field work, project
work, tutorials,
seminars some courses
are delivered using
“Student Centered
Learning” approach,
advocacy
Field work, project
work, tutorials
Final year project
report
----------------------------------------------
11
Tabel 2.1.4. Assessment based on ELO Levels
ELO
Learning Outcomes
ELO 1.1
ELO 1.2
ELO 1.3
ELO 1.4
ELO 1.5
Assessment
ELO 1. Job Related
Conduct social mapping
I
Examination
R
Field report
M
Oral presentation,
performance
Film production,
media production,
performance
Design and produce messages for
communication and extension for
purpose of:
a. Advocacy (policy makers)
b. Alliance (building network)
c. Capacity improvement
(training, promotion,
marketing)
d. Organizing
Design program, project or activity
for:
a. Advocacy (influence policy
makers)
b. Alliance (building network)
c. Capacity improvement
(training, promotion,
marketing)
d. Group organizing,
organization, and community
Conduct evaluation of program,
project or activity
Conduct evaluation of scientific
writing and review
Examination
Lectures, group
work,
Peer group
presentation
Field report,
performance
Examination
Field report
Examination
Literature
study
Oral presentation,
performance
Final year project
report; writing-oral
presentation-defense
ELO 2. Managerial Competencies
ELO 2.1
ELO 2.2
2.1.2
Capable of working together in
planning, implementation, and
evaluation of program, project or
activity
Capable of making decisions based
on analysis of data and information
at level of community or
organization
Peer group
assessment
Performance
Field report
The Program Promotes Life-Long Learning
The education system in CDC study program promotes life-long learning (LLL). It is
a system of education that includes formal education, non-formal education and informal
education for a life time. Concerning formal education, CDCS Department provides various
options of postgraduate program for graduates of CDC study program. The programs for
Masters and PhD degree are Communication and Agricultural and Rural Development study
program, Development Extension study program, and Rural Sociology study program; and
Master of Professional Community Development study program. These programs can be a
continuity of CDC study program based on the specialization. To meet the demand side of
learner needs, the education system of CDC study program provides three electives for minor
and various activities and student extracurricular activities.
Students are also encouraged to develop a motivation for learning by using self-paced
and self-directed learning through academic counseling from advisor and through individual
Study Program of Community Development and Communication
----------------------------------------------
12
or group tutorial for various master degree courses. Through these methods, faculty members
discuss with students, asking students to examine their learning progress in relation to
personal development and encouraging students to learn self-control, set goals, conduct selfevaluation, think positively in order to achieve expected learning outcomes, not only in
relation to formal education, but also for personal development, knowledge increase, and for
social, cultural and economic benefits.
To support education policy of LLL, particularly in soft skill aspect, which is
conducted through extracurricular or personal, CDC study program provides special policy
for students who develop these competencies by giving dispensation from curricular
activities, offering financial support, promotion, administrative support and other kinds of
support.
An important element in LLL is the development of critical thinking capability,
especially for ELO 1.4, ELO 1.5, ELO 2.2. Nevertheless, ELO 1.1, ELO 1.2 and ELO 1.3
implicitly contain paper assignment in form of case analysis, which is intended to develop
critical thinking capability. In addition, there is also the use of skill of transverse, which is
use of knowledge gained from one course into another course. Furthermore, to develop ELO
2.1 and ELO 2.2, which are managerial competencies, students are assigned group/class
project. This is conducted by encouraging learning methods that stimulate creativity, such as
conducting projects of ‘Human Ecology Week’, ‘Communication Day’, and field work that
require diverse knowledge from other courses.
2.1.3 Expected Learning Outcomes Cover Both Generic and Specialized Skills and
Knowledge
ELO encompass general and specialized skills and knowledge. With regard to BAU
students, general knowledge and skills are obtained from basic courses in Common
Preparatory Year (CPY). More specific courses are courses found in major, inter-department,
and minor.
2.1.4. Expected Learning Outcomes Clearly Reflect Stakeholders’ Requirements
To respond needs of competence in the work, it has been done four times workshops of
CDC undergraduate curriculum review, during FY 2007/2008 - FY 2011/2012. Stakeholders
from BAU, FHE, CDCS Department and graduate users involved within the workshops.
Stakeholders come from extension agents, radio broadcaster, CSR officers and activists. The
results of the workshop are arranged within the form of learning outcomes, which are divided
into three basic details of job related, managerial, and personal competencies (work ethic).
In 2011 competencies of CDC study program graduates are measured through tracer
study, which was sent out through dept.skpm.ipb@gmail.com email. Results of tracer study
showed that 80% of graduates have very good capacity for moral integrity, followed by
capacity for team work (73%), self-development (67%), communication (60%), use of
information technology (53%), skill based on field of study (33%), and English (20%). In
addition, tracer study results showed that almost all graduates, that is 24 persons (75%), are
working in conformity with their field of study. Only 8 persons (25%) are working not in
conformity with their field of study. Therefore, results of tracer study showed that
competencies of graduates of CDCS study program are in conformity with competencies
expected by those employing the graduates.
2.2.
PROGRAM SPECIFICATIONS
Specifications of Community Development and Communication Study Program are as
follows.
Study Program of Community Development and Communication
----------------------------------------------
13
Study Program (SP)
: Community Development and
Communication (CDC)
Department
: Community Development and
Communication Sciences (CDCS)
Faculty
: Human Ecology
University
: Bogor Agricultural University
Decree Number of SP Establishment (*)
: 137/DIKTI/KEP/1984 jo 001/K13/PP/
2005
Decree Date of SP Establishment
: 22nd of November 1984 jo 10th of January
2005
Official Signing of Decree of SP Establishment : Directorate General of Higher Education,
Department of Education and Culture RI
jo Rector of Bogor Agricultural
University
Month & Year of SP Commencement
: September 1972, continued with new
curriculum system in August 2005 (CDC
Major)
Latest National Accreditation Rank
:A
Decree Number of BAN-PT
: 002/BAN-PT/AK-XI/S1/IV/2008, 26th of
April 2008 – 26th of April 2013 (in the
process of national accreditation extension)
Address of SP
: FEMA Building, Wing 1 Level 5
Kamper kampus Road IPB Darmaga Bogor
Telephone Number of SP
: (+62-251) 8627793; (+62-251) 8425252
Faximile Number of SP
: (+62-251) 8627793
Homepage and E-mail of SP
: http://skpm.ipb.ac.id,
dept.skpm.ipb@gmail.com
2.3.
PROGRAM STRUCTURE AND CONTENT
2.3.1. The programme content shows a good balance between generic and specialized
skills and knowledge
CDC study program is organized by major-minor system in BAU, consisting
Common Preparatory Year (CPY) courses, interdepartment courses, major coures and minor
courses (Table 2.3.1). BAU compulsory basic courses are 28 credits. There are 18 credits of
interdepartment courses. Major courses at the core of the study program consist of 83 credits,
and there are 15 credits of minor subject. All of the courses materials have balance between
general and specific knowledge and skills of CDC study program.
General subjects matter are given on preparation year courses as well as on
interdepartment courses from other departments and faculties at BAU. The specific subject
matters are given as major courses which is contains 26 subjects (57.6%) of 83 credits (52%).
Table 2.3.1. Total and Percentage of CDC Courses according to Courses Status
No.
Code
Subjects
Common Preparatory Year
1
IPB 100
Religion
2
IPB 108
English
Study Program of Community Development and Communication
Credits
28
2 (2-0)
3 (2-2)
----------------------------------------------
14
No.
Code
Subjects
Credits
3
AGB 100
Introduction to Entrepreneurship
4
IPB 106
Indonesian Language
5
FIS 100
Physics
6
BIO 100
General Biology
7
KPM 130
General Sociology
8
IPB 107
Introduction to Agricultural Science
9
IPB 111
Civics
10
IPB 112
Physical Education and Art
11
MAT 101
Foundation of Mathematics
12
KIM 101
Chemistry
13
EKO 100
General Economic
Inter-department Courses
1
STK 211
Methods of Statistics
2
MAN 201
Introduction to Management
3
IKK 334
Management of Family Resources
4
GIZ 241
Food Ecology and Nutrition
5
AGB 331
Trading System of Agribusiness Product
6
AGB 312
Farming System
CDC Major Courses
1
KPM 100
Scientific Thinking and Writing
2
KPM 110
Foundations of Communication
3
KPM 211
Extension
4
KPM 212
Group Communication
5
KPM 214
Mass Communication
6
KPM 310
Adult Education
7
KPM 311
Broadcast Media
8
KPM 313
Business Communication
9
KPM 220
Introduction to Demography
10
KPM 221
Agrarian Studies
11
KPM 320
Human Ecology
12
KPM 324
Natural Resource Politics
13
KPM 323
Collaborative Management of Natural Resources
14
KPM 230
Rural Sociology
15
KPM 231
Community Development
16
KPM 233
Social Anthropology
17
KPM 234
Social Psychology
18
KPM 330
Social Change
19
KPM 331
Institution, Organization and Leadership
20
KPM 333
Participatory Techniques
21
KPM 300
Gender and Development
22
KPM 398
Methodology of Social Research
23
KPM 404
Field Work
24
KPM 401
Management and Cross-Cultural Communication
25
KPM 402
Participatory Planning and Evaluation
26
KPM 403
Literature Study/Individual Study
27
KPM 497
Colloquium
28
KPM 499
Thesis (Field Research)
Minor Courses in Agronomy and Horticulture (elective 1)
1
AGH 200
Foundations of Agronomy
2
AGH 240
Foundations of Horticulture
3
AGH 250
Foundations of Seed Science and Technology
4
AGH 340
Food Crop Science
5
AGH 341
Plantation Crop Science
6
AGH 442
Ornamental Plants and Flowers
7
AGH 342
Vegetable Crops
8
AGH 442
Fruit Crops
Study Program of Community Development and Communication
1 (1-0)
2 (2-0)
2 (2-0)
2 (2-0)
3 (2-2)
2 (2-0)
2 (2-0)
0
3 (2-2)
2 (2-2)
3 (2-2)
18
3 (2-2)
3 (3-0)
3 (2-3)
3 (2-3)
3 (3-0)
3 (2-3)
83
3 (2-3)
3 (2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3
3(2-3)
4(2-4)
3
1
6
15
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
----------------------------------------------
15
No.
Code
Subjects
Credits
9
AGH 443
Refresher, Medicinal and Aromatic Plants
Minor Courses in Conservation of Aquatic Resources and Ecotourism
(elective 2)
1
MSP 221
Aquatic Ecology
2
MSP 211
Limnology
3
MSP 227
Ecology of Coastal Waters and Tropical Seas
4
MSP 322
Conservation of Aquatic Biological Resources
5
MSP 422
Aquatic Ecotourism
Courses in Nature Tourism and Environment Services Management Minor
(elective 3)
1
KSH 251
Nature Recreation and Ecotourism
2
KSH 252
Conservation Education
3
KSH 353
Interpretation of Nature
4
KSH 323
Management of Conservation Area
5
KSH 343
Management of Environment Services and Impact
Control
3(2-3)
15
3(2-3)
3(2-3)
3(2-3)
3(2-3)
3(2-3)
15
3(2-3)
3(2-3)
3(2-3)
3(2-3)
2(2-0)
2.3.2. The Programme Reflects The Vision and Mission of The University
Vision and mission of CDC study program is as same as of CDCC Department. The
comparison of vision, mission and aims of BAU and vision, mission and aim of Department
of CDCC was shown on Table 2.3.2. From the comparison as being shown, that the vision,
mission and aim of the CDCC Department are generated from vision, mission, and aim of
BAU with the emphasis on communication and community development. The Department is
the only department that developing the communication and community development
science.
Recently the development of agriculture can not be separated from the transformation
of community. This transformation can be viewed from various aspects such as: sociology,
economics (especially from the point of community welfare), culture (including agriculture
tradition) and other aspects. In this case the Department has supported BAU vision in
exposing to become an international university in developing human resource and science
technology based on the main competency in tropical agriculture. Relevant to the vision, the
Department has formulated a vision “Become a superior department with international
reputation in developing science technology (science, technology and art), community
development communication and producing in general qualified human resources, research
and specifically the tropical agriculture community development.
Table 2.3.2. Comparison of Vision, Mission, and Aim between BAU and CDCC
Department
Bogor Agricultural University (BAU)
VISION:
Become a international level research-based
university with the core competency in tropical
agriculture and bioscience within entrepreneurship
character.
MISSION:
1. Conduct a qualified high education according to
the needs of community at present and the
coming future.
Department of Community Development and
Communication Sciences (CDCC)
VISION:
Become an excellent department with international
status in the development of science technology
(science, technology and arts), communicating the
development of community and producing high
quality of human resource with science and
technology in the development of tropical agriculture
community specifically.
MISSION:
1. Conduct a dynamic qualified high education
according to the transformation of time.
2. Develop recent researches valuable to
Study Program of Community Development and Communication
----------------------------------------------
16
Bogor Agricultural University (BAU)
2. Develop environmental friendly Science
Technology through the latest research.
3. Increase human welfare through the application
and empowerment of Science and Technology.
4. Motivate to form a civil society based on the
truth and human rights.
AIMS:
1. Produce qualified graduates, capable to develop
and implement Science Technology.
2. Give environmental friendly Science Technology
innovation for supporting the national
development and to increase human welfare.
3. Construct IPB as a high education institution that
is ready to face the community demand and
development challenge that chance rapidly either
nationally or globally.
4. Make IPB as Indonesian civil society moral
strength.
Department of Community Development and
Communication Sciences (CDCC)
stakeholders.
3. Motivate and create the services to society
through the community development program.
4. Implement the community empowerment mission
in the sector of social, economics and politics
using the participative approach with the
dedication to bring welfare for Indonesian
people.
5. Develop a partnership corporation based on
mutual benefit with various institutions, either
private or government in the country or outside
Indonesia.
6. Actualize an independent community,
communicative, adaptive to the environment and
highly self supporting and tolerant to various
differences in opinion, ethnic group, race,
religion, and gender in agriculture and rural
development.
7. Actualize the development paradigm that will
bring welfare to stakeholders reaching to civil
society.
AIMS:
Make Department of Community Development and
Communication Sciences as “leader” well known and
good qualified on top in the national or international
forum which is using community development and
communication to answer all ”global community
dynamic” to reach stakeholders welfare.
2.3.3. Evident Contribution of Each Course to Achieve Learning Outcomes
The curriculum concerning Indonesian National Qualification Framework (INQF)
indicates the learning outcomes to be achieved, including the profundity level of courses,
which includes Introduction, Reinforced, and special skills and competencies (Master).
Detailed contribution of each course is shown in syllabus, Unit of Teaching Agenda (UTA)
and Practicum Agenda (PA), which comprises course and practicum discussion materials,
teaching methods and techniques, and evaluation/assessment. Detailed course contribution to
ELO according to course proponent is shown in Table 2.3.3.
Study Program of Community Development and Communication
----------------------------------------------
17
Table 2.3.3. Course Contribution to ELO according to Proponent Section of CDC SP Courses
No
Course
Code
1
2
3
4
5
6
7
8
9
10
11
12
13
IPB 100
IPB 108
AGB 100
IPB 106
FIS 100
BIO 100
KPM 130
IPB 107
IPB 111
IPB 112
MAT 101
KIM 101
EKO 100
1
2
3
4
5
6
STK 211
MAN 201
IKK 334
GIZ 241
AGB 331
AGB 312
1
2
3
4
5
6
7
8
9
10
KPM 100
KPM 110
KPM 211
KPM 212
KPM 214
KPM 310
KPM 311
KPM 313
KPM 220
KPM 221
ELO 2
Course
Preparatory Year
Religion
English
Introduction to Entrepreneurship
Indonesian Language
Physics
General Biology
General Sociology
Introduction to Agricultural Science
Civics
Physical Education and Art
Foundation of Mathematics
Chemistry
General Economic
Inter-department Courses
Methods of Statistics
Introduction to Management
Management of Family Resources
Food Ecology and Nutrition
Trading System of Agribusiness Product
Farming System
CDC Major Courses
Scientific Thinking and Writing
Foundations of Communication
Extension
Group Communication
Mass Communication
Adult Education
Broadcast Media
Business Communication
Introduction to Demography
Agrarian Studies
Study Program of Community Development and Communication
ELO 1
I
I
ELO 3
ELO
2.1
ELO
2.2
ELO
2.3
ELO
2.4
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
R
M
I
I
I
M
I
I
I
ELO
3.2
ELO
3.3
ELO
3.4
EL
O5
ELO 7
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
R
I
R
R
R
R
I
I
I
I
I
I
I
I
I
I
R
R
I
M
I
I
M
M
M
I
R
EL
O6
I
I
I
I
I
I
ELO
3.1
EL
O
4
M
I
I
R
I
R
I
R
I
R
R
R
R
M
I
I
--------------------------------------------------------------------------------------------------------------------------- 18
No
Course
Code
11
12
13
KPM 320
KPM 324
KPM 323
14
15
16
17
18
19
20
21
22
23
24
KPM 230
KPM 231
KPM 233
KPM 234
KPM 330
KPM 331
KPM 333
KPM 300
KPM 398
KPM 404
KPM 401
25
26
27
28
KPM 402
KPM 403
KPM 497
KPM 499
1
2
3
4
5
6
7
8
9
AGH 200
AGH 240
AGH 250
AGH 340
AGH 341
AGH 442
AGH 342
AGH 442
AGH 443
1
2
MSP 221
MSP 211
ELO 2
Course
ELO 1
ELO
2.1
ELO
2.2
ELO
2.3
ELO 3
ELO
2.4
Human Ecology
R
R
R
R
Natural Resource Politics
R
Collaborative Management of Natural
M
Resources
Rural Sociology
R
Community Development
R
Social Anthropology
I
Social Psychology
I
Social Change
R
Institution, Organization and Leadership
R
Participatory Techniques
M
Gender and Development
I
Methodology of Social Research
Field Work
R
R
R
Management and Cross-Cultural
M
M
M
Communication
Participatory Planning and Evaluation
Literature Study/Individual Study
Colloquium
Thesis (Field Research)
Courses in Agronomy and Horticulture Minor (elective 1)
Foundations of Agronomy
I
I
I
Foundations of Horticulture
I
I
I
Foundations of Seed Science and Technology
I
I
I
Food Crop Science
R
R
R
Plantation Crop Science
R
R
R
Ornamental Plants and Flowers
R
R
R
Vegetable Crops
R
R
R
Fruit Crops
R
R
R
Refresher, Medicinal and Aromatic Plants
R
R
R
Courses in Conservation of Aquatic Resources and Ecotourism Minor (elective 2)
Aquatic Ecology
I
I
I
Limnology
I
I
I
Study Program of Community Development and Communication
ELO
3.1
ELO
3.2
ELO
3.3
ELO
3.4
EL
O
4
EL
O5
EL
O6
ELO 7
M
R
R
R
R
R
R
I
M
M
R
R
R
R
R
R
R
R
R
R
M
R
I
I
I
I
R
M
R
R
M
R
R
M
R
M
I
R
I
R
R
M
M
R
R
M
M
M
M
M
M
M
M
R
I
R
R
R
R
R
R
R
M
I
M
M
M
M
M
M
M
M
R
M
I
I
I
R
R
R
R
R
R
I
I
--------------------------------------------------------------------------------------------------------------------------- 19
No
Course
Code
3
4
5
MSP 227
MSP 322
MSP 422
1
2
3
4
5
KSH 251
KSH 252
KSH 353
KSH 323
KSH 343
ELO 2
Course
ELO 1
ELO
2.1
ELO
2.2
ELO
2.3
ELO 3
ELO
2.4
ELO
3.1
ELO
3.2
ELO
3.3
ELO
3.4
EL
O
4
EL
O5
EL
O6
ELO 7
Ecology of Coastal Waters and Tropical Seas
I
I
I
I
Conservation of Aquatic Biological Resources
R
R
R
R
Aquatic Ecotourism
R
R
R
R
Courses in Nature Tourism and Environment Services Management Minor (elective 3)
Nature Recreation and Ecotourism
I
I
I
I
Conservation Education
I
I
I
I
Interpretation of Nature
R
R
R
R
Management of Conservation Area
R
R
R
R
Management of Environment Services and
R
R
R
R
Impact Control
Note:
LO 1 Conduct social mapping
LO 2 Design and produce messages for communication and extension for:
2.1 Advocacy (policy makers)
2.2 Alliance (networking)
2.3 Capacity improvement (training, promotion, marketing)
LO 3 Design program, project or activity:
3.1 Advocacy (influence policy makers)
3.2. Alliance (networking)
3.3 Capacity improvement (training, promotion, marketing)
3.4 Group organizing, organization, and community
LO 4 Conduct evaluation of program, project or activity
LO 5 Conduct scientific writing and review
LO 6 Capable of working together in planning, implementation, and evaluation of program, project or activity
LO 7 Capable of making decision based on analysis of data and information at level of community or organization
I
R
M
: courses of introductory level
: courses of reinforced level
: courses of masters level
Study Program of Community Development and Communication
--------------------------------------------------------------------------------------------------------------------------- 20
2.3.4. The Program is Coherent and All Subjects and Courses are Integrated
The curriculum of CDC Program is integrated and coherent, which starts with: (1)
basic courses (CPY), (2) inter-department courses, (3) major courses, and (4) minor courses
(see Table 2.3.4). These four groups of courses are each provided in the first year, whereas
other courses are provided in third semester and eighth semester in corresponding to the
course code. The course code indicates coherence of courses. Therefore, courses with
smaller code numbers are prerequisite for other courses from the same proponent (course
codes are shown in Table 2.3.4).
Coherence among courses is also fulfilled based on mandate where each course in
earlier semesters must formally be taken first by students as prerequisite course. Arrangement
of courses between two semesters is also conducted to maintain coherence of structure and
content of the curriculum. Integration of learning materials is aimed at attainment of various
ELO.
Table 2.3.4. Number and Percentage of CDC Study Program Courses according to the
Course Status
Number of
Courses
Semester
Credit Unit
% SCU
% Course
Common Preparatory Year
13
28
19.4
26.0
Inter-department
6
18
12.5
12.0
Major
26
83
57.6
52.0
Minor
5
15
10.4
10.0
Total
50
144
100.0
100.0
Proponent
2.3.5. The Program is Extensive and Deep
Extensiveness of CDC SP curriculum is shown by its clusters of sciences, supporting
science, technology and art, as well as the university (BAU) trait courses. The clusters of
sciences referred to are 1) communication, 2) ecology, and 3) sociology. Supporting science,
technology and art are accommodated in inter-department courses, whereas complementary
science, technology and art are in minor courses (Table 2.3.3).
Depth of content of CDC studu program curriculum is formulated based on Bloom
Taxonomy. Minimum profundity level of courses in CDC SP curriculum is level 4 (for
analysis capability) and maximum is level 6 (for design). This implies that minimum depth of
all courses is at analysis capability. In addition, there are 6 courses of level 5 (evaluation) and
9 courses of level 6 (invent/design).
2.3.6. The Program Clearly Shows Basic Courses, Intermediate Courses, Specialized
Courses and Final Project, Thesis or Dissertation
Curriculum of CDC study program clearly shows courses that are basic, which are
symbolized by (I), intermediate courses (R), and special skill (M). Final project course
consists of literature study, colloquium, and thesis, which are provided in semester 7 and 8
(See Table 2.3.3). Courses that are more basic are provided in semester 1, 2, and 3, whereas
courses with code R and M are provided in semester 4 until semester 8.
2.3.7. Up to Date Content of Program
CDC Program curriculum is updated regularly and continuously. The curriculum of
CDC study program was revised and updated in 2012, and put into effect in academic year
2014/2015 by involving academic staff and stakeholders based on President Regulation
80/2012 concerning Indonesian National Qualification Framework (INQF). Changes in minor
Study Program of Community Development and Communication
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21
are made on course content every year, whereas a more comprehensive change was
conducted in 2012-2013, and will be applied in 2014.
Changes in curriculum are made to adjust with Indonesian National Qualification
Framework, which requires undergraduate program to reach Level 6 qualifications. A
comprehensive change in CDC curriculum has only been made once since CDC Program and
its system of major and minor was applied.
2.4.
TEACHING AND LEARNING STRATEGY
Lessons are well planned and follow the implementation of learning systems
according to BAU standards. Before teaching each lecturer must have a teaching assignment
letter issued by CDCC Department chairperson and thereafter will receive the decree of
teaching by FHE Dean. The maximum numbers of lecturer in one course per class are two
people and one of them acts as coordinator of the course. Each course must have a course
contract between the student and lectures, course syllabi, and unit teaching program. As a
form of accountability, there are official reports at every meeting of lecture and practice.
As an academic education program, courses are designed in the form of lectures and
practices. Its composition is 60 percent of theory and 40 percent of practical. Lecture and
practice are conducted 14 times and there 2 times of exams per semester (midterm and final
exams). It is reguler class in CDC study program, which is held at odd and even reguler
semester in accordance with schedule established by the Directorate of Education
Administration (DEA). If the schedule of CDC study program were change, they must be
coordinated with DEA. In addition to regular lectures, they are also conducted repeated
lectures and shift-year courses . Class may be repeated only by students who get quality
letters E and D. Shift-year courses is implemented at the end of the academic year (between
even and odd semesters) . It is intended to give the opportunity for student to repeat a
particular course or lecture, which will expedite completion of the on-time study period.
Implementation of CDC courses are based procedures programmed either at BAU or
CDCC Department levels. For special learning activities and not yet available in BAU
Standard Operating Procedur (SOP) then CDCC Department arrange the procedure. Some of
them are SOP of Literature Study/Individual Study,2 colloquium, and thesis. To control those
final tasks courses, a coordinator and team teaching manage the courses. The coordinator
design lecture, control and evaluate the course. According to the SOP, it is arranged
information technology of registration and evaluation menus of Literature Study/Individual
Study, menu of thesis evaluation, and e-learning of colloquium.
Implementation of the learning process based on E-learning is also developed by
BAU, including CDCC Department. In CDCC Department, E-learning is implemented to
provide a course syllabus information, teaching materials and other information as well as a
means of discussion between students and lecturer. Access to upload and download materials
is through Learning Management System (LMS) that is managed by a unit of E-Learning
Development Program of BAU.
Course activities are conducted by participatory learning method that focuses on
students who are known to Student Centered Learning (SCL). SCL learning process is
implemented by each lecturer in the, which is guided through lectures and practices program.
Implementation SCL is also expressed in a variety of teaching methods which aim to
stimulate students to learn independently. Some of the developed methods are a) case study,
b) study of literature, c) preparation of papers, d) research, e) writing the report (such as
reporting field trips, internships, and thesis), f) presentation, g) seminars, h) discussion, i)
field visits, j) comparative study, k) exhibition, l) production of films and other
2
http://skpm.ipb.ac.id/mata-kuliah/studi-pustakastudi-mandiri/bahan-pengajaran/
Study Program of Community Development and Communication
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22
communication media. Activities or tasks may be executed in a whole or in parts, which is
conducted within a group or independently, under the guidance of lecturer or supervisor
commission. See Table 2.4.1 dan Table 2.4.2.
Table 2.4.1. Learning Method of CDC Study Program
No.
1.
Course
2.
3.
4.
5.
6.
Scientific Thinking and Writing (KPM
100)
Foundation of Communication (KPM 110)
General Sociology (KPM 130)
Extension (KPM 211)
Group Communication (KPM 212)
Mass Communication (KPM 214)
7.
8.
9.
Introduction to Demoraphy (KPM 220)
Agrarian Studies (KPM 221)
Rural Sociology (KPM 230)
10.
11.
12.
13.
14.
15.
Community Development (KPM 231)
Social Anthropology (KPM 233)
Social Psychology (KPM 234)
Gender and Development (KPM 300)
Adult Education (KPM 310)
Broadcast Media (KPM 311)
16.
Business Communication (KPM 313)
17.
Human Ecology (KPM 320)
18.
19.
Collaborative Management of Natural
Resources (KPM 323)
Natural Resource Politics (KPM 324)
20.
Social Change (KPM 330)
21.
22.
Institution, Organization, and Leadership
(KPM 331)
Participatory Techniques (KPM 333)
23.
Methodology Social Research (KPM 398)
24.
Management and Cross Cultural
Communication (KPM 401)
Participatory Planning and Evaluation
(KPM 402)
Field Work (KPM 404)
25.
26.
Method
Lectures, discussion
Lectures, discussion, role play
Lectures, discussion, role play
Lectures, discussion, oral presentation
Lectures, discussion, oral presentation
Lectures, discussion, oral presentation, media
production (leaflet, poster)
Lectures, discussion, oral presentation
Lectures, discussion, oral presentation
Lectures, discussion, oral presentation, field
work
Lectures, discussion, oral presentation
Lectures, discussion, oral presentation
Lectures, discussion, oral presentation
Lectures, discussion, oral presentation
Lectures, discussion, oral presentation
Lectures, discussion, oral presentation, media
production (Jingle, advertising, feature)
Lectures, discussion, oral presentation, media
roduction (leaflet)
Lectures, discussion, oral presentation, field
work
Lectures, discussion, oral presentation, field
work
Lectures, discussion, oral presentation, field
work
Lectures, discussion, oral presentation, field
work
Lectures, discussion, oral presentation, field
work
Lectures, discussion, oral presentation, field
work
Lectures, discussion, oral presentation, study
literature
Lectures, discussion, oral presentation, media
production
Lectures, discussion, oral presentation, field
work
Field work
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Table 2.4.2.
ELO
Teaching and Learning Method based on ELO
Learning Outcomes
Teaching and learning
ELO 1. Job Related
ELO
Conduct social mapping
1.1
I
Lectures,
Group work
R
Peer group
presentation
ELO
1.2
Design and produce messages
for communication and
extension for purpose of:
a. Advocacy (policy makers)
b. Alliance (building
network)
c. Capacity improvement
(training, promotion,
marketing)
d. Organizing
lectures,
group work,
Peer group
presentation
Film production, media
production, advokasi,
communication day,
tutorials
ELO
1.3
Lectures,
group work,
Peer group
presentation
Field work, Project work,
tutorials, seminars some
courses are delivered by
“Student Centered
Learning” approach,
advokasi
ELO
1.4
Design program, project or
activity for:
a. Advocacy (influence
policy makers)
b. Alliance (building
network)
c. Capacity improvement
(training, promotion,
marketing)
d. Group organizing,
organization, and
community
Conduct evaluation of
program, project or activity
Lectures,
group work
Peer group
presentation
Field work, project work,
tutorials
ELO
1.5
Conduct evaluation of
scientific writing and review
Lectures,
group work,
study literature
Final year project report
Group work,
Peer group
presentation
Field work, media
production,film production,
project work
ELO 2. Managerial Competencies
ELO
Capable of working together
2.1
in planning, implementation,
and evaluation of program,
project or activity
ELO
Capable of making decisions
2.2
based on analysis of data and
information at level of
community or organization
Group work
M
Field work
Field work, Project work
Forum for interaction between lecturer and student is usually conducted formally at
the beginning of each semester, in order to a guardianship and to fill study plan card. In this
forum the lecturer and the students can interact directly within a determined room, usually in
a large class, or as requested by each lecturer. Meanwhile, at the final lectures or other
structured assignments, students must have guidance control card, so that CDC study
program can control intensity of lecturer-student counseling on campus. It may also
conducted informal meeting outside campus, such as at the time of introduction of newbie.
2.5.
STUDENT ASSESSMENT
2.5.1
Student Assessment Covers Student Entrance, Student Progress and Exit Tests
The level of competition for new students to entry CDC study program is expressed
by ratio of students who apply to students who received (Table 2.5.1). Overall the data show
Study Program of Community Development and Communication
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24
increase of competition level of candidate from 2008 to 2012, primarily through USMI
invitations and SNMPTN test. The data shows that CDC study program is favorite program
in BAU.
USMI is a selection system for student of BAU, which is carried out without any
written entrance tests but based on the achievements made in their high school program. The
assessement will cover their at 1st of 7th quarter or at 1st to 5th semester. National Selection
for State-owned University (SNMPTN= Seleksi Nasional Masuk Perguruan Tinggi Negeri)
is a selection activity for student candidates to be admitted to the State-owned University
through written entrance-test and special skill test on certain study program as well. Regional
Representative Scholarship (BUD/Beasiswa Utusan Daerah) is the acceptance of the
undergraduate students of Bogor Agricultural University as recommended and funded by the
Central Government; Provincial Government and Residential/City Government. Talent
Entrance Exam (UTM=Ujian Talenta Mandiri) is a method for the acceptance of
undergraduate students leadership based and entrepreneurship and love of agriculture.
Special invitation to be admitted as new comers of Bogor Agricultural University will be
given especially for candidates who have achieved to make national or international
reputation (PIN=Prestasi Internasional dan Nasional).
Table 2.5.1. Ratio of Applicants and Students Received at CDC Study Program 2008-2012
Type of
Enrollment
USMI/
SNMPTN
SPMB/
SNMPTNUjian
PIN
BUD
Item
2008
2009
2010
2011
2012
Apply
945
897
1004
980
504
Accepted
78
78
92
90
87
CDC Ratio
98/945
78/230
92/305
90/980
87/504
BAU Ratio
2938/9024
2095/8788
2606/9448
2334/26124
2409/15864
Apply
531
35
359
563
812
Accepted
32
26
23
39
40
CDC Ratio
32/531
26/35
23/359
39/563
40/812
BAU Ratio
758/7637
518/700
522/7341
722/13469
714/15996
Apply
1
-
-
-
Accepted
1
-
-
-
-
-
-
CDC Ratio
BAU Ratio
3
0/6
0/2
8
3
Apply
7
7
18
23
19
Accepted
5
7
11
6
8
7/7
11/18
6/23
8/19
280/315
239/454
230/586
241/782
269/1038
Apply
-
26
66
51
527
Accepted
-
13
15
17
21
CDC Ratio
-
13/26
15/66
17/51
21/527
BAU Ratio
-
315/822
382/1714
376/1369
445/4162
USMI/SNM
PTN
78
78
92
90
87
CDC Ratio
BAU Ratio
UTM
CDC Accepted
Student
Study Program of Community Development and Communication
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25
Type of
Enrollment
Item
2008
2009
2010
2011
2012
SPMB
32
26
23
39
40
PIN
1
-
-
0
-
BUD
5
7
11
6
8
13
15
17
21
141
152
156
UTM
Total
116
124
st
nd
Note : Applicants are number of enthusiasts at 1 place and 2 place
At the selection, received students are not only who choose this study program at first
place but also at second place, if their competence is considered more qualified than other
candidates who chose in the first place. Student competency criteria taken into account is
value of Physics, Mathematics, and English.
The work of students shall be graded in accordance with the following system: (1).
assessment of courses, (2) assessment at the end of the semester, (3) academic year-end
assessment, and (4) final assessment of the program.
Intended for students pursuing the research honors thesis in FHE–Majoring in CDC.
Students must complete all the required subjects of CDC study program (minimal 105 credit
and pass fieldwork), specifically on Scientific Thinking and Writing, Methodology of Social
Research, Literature Study/Individual Study, and Colloquium. Students should select a
lecturer advisor and begin proposal development during their junior year, and follow all the
Standard Operating Procedure in thesis writing, that include (1). Guidelines for thesis
writing; (2). Evaluation and judging the Final Exam; and (3). Guidelines in documenting the
thesis.
Thesis examination as one of other courses is conducted in front of examiners team
appointed by the CDC study program. The examination is also the final test that determines
graduation of the student (assessment forms are attached on Appendix 2.5.1) and the
predicate is determined according to the guidance of undergraduate graduation.
2.5.2. The Assessment is Criterion-referenced
Assessment of success for each student's study courses based on assessment of three
alternatives, namely (1) using a standard benchmark assessment system (PAP), namely by
determining the limits grade of graduation, (2) using a norms rating system (PAN), i.e. by
comparing a student grade to grade of student’s group, or (3) using the combined system
between PAP and PAN, which is to determine the graduation standard first, and then
compare the relative score of the group. Class performance of student on each course is the
cumulative component of the structured assignments, which consisted of practical works
(for courses with lab), midterm, and final exams. Both the numerical (AM) and alphabetical
quality (HM) courses not requiring the numerical grades. The following grades and its
conversion as follows: A = 4, AB= 3,5 B = 3, BC = 2,5 C = 2, 0 = 1, and E = O will be given.
The value of alphabetical quality has been determined by the agreement as stated in the
contract, or with basic reference as set by BAU and / or based on the normal distribution.
The grade of “(INC=BL)” is given if a student, whose class standing throughout the
semester is passing, fails to take the final examination or fails to complete other requirements
for the course, due to illness or other valid reasons. In case the class standing is not passing
and the student fails to take the final examination for any reason, a specific grade is given by
the Faculty member responsible. Removal of the INC must be done within the prescribed
time (4 weeks after the following semester started) by passing an examination or meeting all
the requirements for the course, after which, the student shall be given a final grade based on
Study Program of Community Development and Communication
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26
his overall performance as decided by the Dean. If a student withdrawn from the subject
he/she enrolled withput any valid reasons, the “E” grade will be given, and the university
rules on scholastic delinquency shall be applied. This assessment covers all the courses
enrolled by students in their legal KRS on their current semester. The work of students shall
be graded at the end of each semester in accordance with the following system :
n
∑ N .k
i
IP =
i
i =1
n
∑k
i
i =1
Explanation:
IP
= Indeks prestasi (Index of prestige).
NI
= Nilai mutu matakuliah (Grade of subject study)
N
= Jumlah mata kuliah (Total of subject study).
ki
= Bobot sks matakuliah (Load of subject study)
Students passed the final project when the average grade of the thesis of at least 65 or
BC. Thesis assessment using a scoring system of reference benchmark, which is 80 ≤ A ≤
100; 75 ≤ AB <80, 70 ≤ B <75; 65 ≤ BC <70. The load of works of this student in the
following semesters they planned to enroll will be based on the Index of Achievement they
successfully made.
Table 2.5.2. Appraisal Procedure of the Student Study Achievement
Time of Appraisal
End of Year One
Next Semester
Without Requirement
Status
Warning (P) Status
IPK (IP)
Further Study Status
(1) IPK≥2,00
(2) 1,30<IPK < 2,00
(3) IPK≤1.30
(1) Without requirement
(2) Warning (P)
(3) Expelled (DO)
(1) IPK2,00
(2) IP < 2,00 and 1,30 < IPK < 2.00
(1) IPK≤1,30
(2) IPK≥ 2,00
(3) IP ≥2,00 and 1,30 < IPK < 2,00
(4) IP < 2,00 and 1,30 < IPK < 2,00
(5) IPK ≤1,30
(1) IPK≥2,00
1st Hard Warning (PK-1) (2) IP ≥2,00 and 1,50 < IPK < 2,00
Status
(3) IP < 2,00 and 1,50 < IPK < 2,00
(4) IPK1,50
(1) IPK≥2,00
2nd Hard Warning (PK-2)
Status
3rd Hard Warning (PK-3)
Status
(2) IP≥ 2,00 and 1,50 < IPK < 2,00
(3) IP < 2,00 and 1,50 < IPK < 2,00
(4) IPK 1,50
(1) IPK ≥2,00
(2) IP ≥2,00 and IPK < 2,00
(3) IP < 2,00
Study Program of Community Development and Communication
(1 ) Without requirement
(2) Warning (P)
(1 ) Expelled (DO)
(2) Without requirement
(3) Still in warning (P) status
(4) Hard Warning (PK-1) Status
(5) Expelled (DO)
(1) Without requirement
(2) Still First Hard Warning (PK-1)
Status
(3) 2nd Hard Warning (PK-2)
(4) Expelled (DO)
(1 ) Without requirement
(2) Still in 2nd Hard Warning (PK-2)
Status
(3) 3rd Hard Warning (PK-3)
(4) Expelled (DO)
(1 ) Without requirement
(2) Still 3rd Hard Warning (PK-3)
status
(3) Expelled (DO)
-----------------------------------------------
27
Thesis examination assessment is based on ability of the student to present their
research findings and reports, as follows:
1. presentation:
a. materials and audio-visual,
b. mastery of the material and the ability to answer examinator question
c. punctuality, attitude and appearance.
2. Draft report:
a. originality and complexity of data
b. relevance between background and problem and objectives
c. consistency of problem, purpose, methodology, results, conclusion and
suggestions.
d. descriptive
e. objective
f. analytic
g. systematic
h. format of scientific writing
i. scientific language style.
2.5.4. Student assessment reflects the expected ELO and the content of programmes
Assessment instruments have been harmonized with ELO, depth of knowledge and
status of the courses (I, R or M) as well as the specific content of the course in accordance
with underlying science. Work-related is on ELO 1.1. Meanwhile, ELO 1.2, ELO.1.3, ELO
1.4, ELO 1.5, are reflected through other forms of authentic assessment towards students task
of media production, social mapping project, program planning / project development. ELO
1.5 is associated with subjects related to research and scientific writing. Managerial is on
ELO 2.1 and 2.2, which is assessed only on a group project assignment on a particular
courses.
Table 2.5.4. Assessmet of Expected Learning Outcomes
ELO
Learning Outcomes
Assessment Tools
ELO 1. Job Related
ELO 1.1
Conduct social mapping
I
Test, paper
R
Field work
report, paper
M
Test oral presentation,
field work report,
performance
ELO 1.2
Test, group
work, media,
peer group
presentation,
paper
Test, video
production,
responsive
paper, reflective
paper, feature
Test, video production,
responsive paper,
reflective paper,
production, media
production,
performance
Test, group
work, Peer
group
presentation,
paper,
Test, peer group
presentation,
paper
Test, field report,
performance
ELO 1.3
Design and produce messages for
communication and extension for
purpose of:
a. Advocacy (policy makers)
b. Alliance (building network)
c. Capacity improvement
(training, promotion,
marketing)
d. Organizing
Design program, project or
activity for:
a. Advocacy (influence policy
makers)
b. Alliance (building network)
c. Capacity improvement
(training, promotion,
marketing)
d. Group organizing,
organization, and community
Study Program of Community Development and Communication
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ELO
Learning Outcomes
Assessment Tools
ELO 1.4
Conduct evaluation of program,
project or activity
Test
Test, field report
ELO 1.5
Conduct evaluation of scientific
writing and review
Test, paper
Test study of
literature
Peer group
assessment
Peer group
assessment
Performance, peer
evaluation
-
Field report,
project report
Field report, project
report
ELO 2. Managerial Competencies
ELO 2.1
Capable of working together in
planning, implementation, and
evaluation of program, project or
activity
ELO 2.2
Capable of making decisions
based on analysis of data and
information at level of community
or organization
Oral presentation,
Performance
Field report, peerevaluation
Final year project
report; writing-oral
presentation-defence
2.5.5. The criteria for assessment are explicit and well-known
The evaluation criteria for all of courses have been known since the student entered
CDC study program. They got a guide book containing BAU's rules on lectures, including
midterm and final examination requirements as well as grade assessments. In addition,
students and lecturer are also know procedure of assessment from SOP of undergraduate
education implementation and through lecture contracts agreed at start of the course meeting .
For example, student should meet requirements of 80 percent attendance or attend minimum
of 11 times in lectures to get a final exam.
Exam results were announced two weeks after the examination, either through board
or through CDC website.3 Lecturers give time to students if raising objections value at least
two days after the announcement. If there were errors then the lecturer can revise students'
grade. Lecturers can provide improvements test for the student before deadline of uploading
grade into BAU Academic System Information anad Management. In terms of thesis examination, assessment criteria is arranged as rubric, which is
known by all of lecturers to ensure grade's validity and reliability (Appendix 2.5.1).
2.5.6. The Assessment Methods Cover the Objectives of the Curriculum
Assessment methods are used according to ELO, characterized as applied social
science and is intended to assess ability of students to face real world. Thus in addition to
using the traditional assessment through test, it is also conducted an assessment of authentic
tasks (media product, project or design). For example for ELO 1 assessment of social
mapping project carried out in the field, for ELO 1.2 assessment is conducted on rating media
design and produk (newsletters, feature, films, exhibitions, training, posters) for advocacy,
alliance (building networks), capacity building (training, promotion, marketing) and
organizing, for ELO 1.3 and ELO 1.2 assessment is conducted to project design and
advocacy, alliance (building networks), capacity building (training, promotion, marketing)
and organization working (groups, organizations, communities). Therefore, rubricsis
cionducted spesifically to to reach the goals.
3
http://skpm.ipb.ac.id/nilai
Study Program of Community Development and Communication
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29
2.5.7. The standards applied in the assessment are explicit and consistent
Assessment in general correspond grading and types of exams for students, which
has been listed in guide books. Specifically assessment standards for achieving ELO in each
courses are listed in the course and practicum syllabus and unit teaching program.
Preparation guide for the assessment instrument in CDC courses are organized in "Handbook
of Course Assessment Based on Learning Outcomes of Undergraduate Community
Development and Communication Study Program". This handbook is used as a reference
guide for all lecturers to prepare courses and harmonize to ELO and learning strategies.
Furthermore, in each semester there is a review of reliability and validity of assessment
instruments and rubrics that will be used. This is conducted by Quality Control Comission.
2.6.
ACADEMIC STAFF QUALITY
2.6.1. The Staff are Competent for Their Tasks / Competency of the Staff
The academic staff in the CCDC Department are graduated from prominent
universities in Indonesia and abroad (IPB, UGM, UI, UNS,UNJ, UNPAD, UNBRAW, State
University of Florida/USA, University of Guelp/Canada, University of Gottingen/Germany,
University of Kassel/Germany,
University of Leiden/Belanda, University of
Adelaide/Australia, University of Kagoshima/Jepang, University of Los Banos/the
Philipinnes, and Universiti Sains Malaysia/Malaysia).
Based on level of education, majority of lecturers are at doctoral degree as many as 18
people (46.15%). Professor are 3 people (7.69%) and the rest hold a master degree. Of
lecturers who hold a master degree, there are 7 people who have learning task at home and
abroad (Table 2.6.1).
Table 2.6.1. The Distribution of Academic Staff in CDC Study Program Division
Actively Assigned
Division
KP
KAREP
SPPM
Total
PROF
2
1
3
DR
7
4
7
18
MS
5
4
2
11
IR
-
Taking Further Study
Foreign Country
Indonesia
DR
MS
DR
MS
1
1
1
1
3
3
4
-
Total
16
10
13
39
Note: KP/Komunikasi Penyuluhan (Communication and Extension); KAREP/Kependudukan, Agraria &
Ekologi Politik (Demography, Agrarian and Political Ecology); SPPM/Sosiologi Pedesaan &
Pengembangan Masyarakat (Sociology and Communicty Development).
Competence of lecturers are also seen by passing competency test and get certified
professional lecturers from government. Most of lecturer have earned professional certificate.
There are lecturers who do not get certified due to being learning task, as there is
requirements that they can not follow the competency test. Of the 39 lecturers, there are 32
lecturer (82%) who have been certified.
2.6.2. The Staff are Sufficient to Deliver the Curriculum Adequately
Since the last five years, there is an increasing interest of applicants towards CDC
study program. It is a good sign of CDC study program position in the college market. This
positive tendency, unfortunately, at the same time lead to changes the student-lecture ratio to
be less favorable. In the year 2005/2006 student-faculty ratio si 6:1 and increases to 10:1 in
the year 2009/2010 (Table 2.6.2). An increase in number of students still can not be offset by
increase in the number of lecturers. On the other hand it can be seen that at the same time
there are increasing quality of lecturers, that there is not lecturers at undergraduate level. In
Study Program of Community Development and Communication
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additon, lecturer at doctoral degree increases from 50% in the academic year 2005/006 to
61.5% in 2010/012.
Table 2.6.2.
Academic
staff’s
qualification
Development of Student-Lecturer Ratio from 2005 to 2012
Number per year
2005/006
2006/007
2007/008
2008/009
S1
S2
20
17
18
18
S3
17
21
22
22
Total
37
38
40
40
No of
90
90
115
115
students
Ratio
students:
6:1
6:1
8:1
9:1
academic staff
Note: From 2005 there is not lecturer at undergraduate degree
2009/010
2010/011
2011/012
18
22
40
15
24
39
15
24
39
120
140
156
10:1
10:1
10:1
Addition of highly qualified lecturer takes time, also depends on external factors,
namely new staff opportunity issued by the Ministry of Education. CDCC departmen may
submit a new request to BAU, which in turn submit it to the Ministry of Education. Beyond
this line, the Department has an authority to recruit new lecturer as temporary employees
with its own funds. This departmen's ability is limited. Thus ideal balance between student
and teacher is difficult to reach for a long time. Increasing student driven by increasing
welfare, tends exceeded the lecturer's increasing over time.
2.6.3. Recruitment and Promotion are Based on Academic Merits
Lecturer recruitment and selection system in CDC study program is guided by Law
No. 14 of 2005 and similar regulations in relating to staffing of government. It is because all
the recruited lecturers were as civil servants. The main requirement of undergraduate lecturer
is having master title and lecturer of graduate program must have doctorate title.
Lecturer recruitment system in CDC study program follow national policy, through
open selection based on national standards as described below.
Educational Staff Candidates (according to qualification/prerequirements) → test → accepted → civil
servant candidates → civil servant Recruitment is conducted on the basis of man-power planning at DDCD Department
level in accordance with mandate of the Department and needs of lecturer. The Department
also prepares prospective teachers who will participate in national recruitment test, by means
of apprenticeship system. The are involved in practice and research activities.
2.6.4. The Roles and Relationship of Staff Members are Well Defined and Understood
There are several sources and guidelines which emphasized the role of lecturer and
they are socialized regularly to becomes intrinsic part of each lecturer. In hierarchical,
expected attitude are as follows. At university level, lecturer are required to have attitude in
accordance with value and ethics of BAU as in the University Statute. There are detailed
attitudes and acts to meet principles of honesty, objectivity, uphold universal values of
humanity and sustainability, pro to community and oriented to more advanced and equitable
in the future.
At a more specific and focused on social science, lecturers are required to act
according to Scientific Mandate of CCDC Department. At more specific level, ie at division
Study Program of Community Development and Communication
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31
level, lectures are guided by Guidelines for Scientific Development in accordance to fields of
knowledge from each division. At teaching-learning level, there are guidelines for each
courses ie ELO that is expected to be realized by teaching staff. There are ELO for working
ability, ELO for management, as well as ELO for work ethic.
2.6.5. Duties Allocated are Appropriate to Qualifications, Experience and Skills
Tasks and responsibilities of each lecturer in CDC study program are conducted at
Division, as institution for developing sciences. CCDC department has three Division: 1)
SPPM / Sociology & Community Development , 2 ) KP / Communications and Extension, 3)
KAREP / Demography, Agrarian and Political Ecology .
Each Division manage several courses within limited field of knowledge, and
consisted of commensurate interest science lecturers, Task and responsibilities can be
conducted with a more detailed consideration of and in conformity with demands of courses
and scientific orientation, as well as load and quality of lecturers. Courses run by lecturer
accross Division are arranged with the cooperation among Division Coordinator. Thus, it will
take into account to task dan responsibility within Division and lecturer workload. CCDC
Department oversees three Division which are responsible for implementation of teaching
within fields of science, as well as being a home-base of lecturer with more or less the same
educational background and interest in science.
A lecturer workload consisted of task of teaching, research, and community service.
Each lecturer has FTE by average of 12.76 percent (Table 2.6.3).
Table 2.6.3. Total and Average FTE of Lecturer of CDC Study Program
FTE
FTE
Lecture on
No.
Name
CDC Study
Program
Other
Study
Program
at BAU
Other
Univers
ity
FTE
Communi
ty Service
FTE
Management
Resear
ch
BAU
-1
1
2
3
4
5
6
7
8
9
10
11
12
-2
Ir. Hadiyanto, Msi
Dr. Ir. Saharuddin,
M.Si
Ir. Fredian Tonny,
MS
Ir. Nuraini. W.
Prasodjo, MS
Dr. Ir. Pudji
Muljono, Msi
Dra. Winati Wigna,
MDS
Dr. Ir. Arya H.
Dharmawan, MSc
Dr. Ir. Amiruddin
Saleh, MS
Dr. Ir. Amri Djahi,
MSc
Dr. Ir. Ninuk
Purnaningsih, Msi
Heru Purwandari,
SP, M.Si
Dr. Nurmala K.
Pandjaitan,MS.DEA
-3
12.00
7.39
7.18
5.45
9.11
6.81
7.89
7.19
2.44
6.82
3.32
7.07
-4
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
-5
0
Study Program of Community Development and Communication
-6
0.56
-7
0.08
-8
1.83
1.30
1.11
1.76
2.19
0.31
5.00
0.46
0.07
1.17
1.63
0.90
2.85
1.13
0.06
0.00
3.96
0.45
7.75
0.96
0.13
3.31
0.01
0.33
0.80
2.42
0.67
0.38
1.64
0.00
0.74
0.81
1.21
0.35
Total
FTE
Other
Universi
ty
-9
0
0
-10
14.47
11.56
0
14.69
0
7.14
0
14.48
0
7.99
0
20.05
0
11.58
0
3.58
0
10.28
0
5.70
0
-----------------------------------------------
9.44
32
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
Dr. Ir. Soeryo
Adiwibowo, MS
Ir. Melani
Abdulkadir Sunito,
MSc
Dr. Satyawan Sunito
Dr. Ir. Lala M.
Kolopaking, MS
Prof. Dr. Endriatmo
Soetarto, MA
Dr. Arif Satria, SP,
MSi
Ir. Murdianto, M.Si
Dr. Ir. Siti Amanah,
MSc
Dr. Ir. Rilus A.
Kinseng, MA
Dr. Ir. Djuara P.
Lubis, MS
Dr. Ir. Sarwititi S.
Agung, MS
Ir. Richard W. E.
Lumintang, MSEA
Dr. Ir. Ekawati S.
Wahyuni, MS
Ir. Yatri Indah
Kusumastuti, MS
Ir. Sutisna Riyanto,
MS
Rina Mardiana, M.Si
Dr. Ivanovich
Agusta, SP. MSi
Dr. Sofyan Sjaf,
M.Si
Iman K. Nawireja,
SP, M.Si
Ratri Virianita,
S.Sos, M.Si
Ir. Dwi Sadono, M.Si
Martua Sihaloho, SP,
M.Si
Prof Dr. Ir.
Sumardjo, MS
Total
Average
1.94
0
0
0
9.20
4.16
2.53
4.68
4.85
3.07
4.43
12.19
6.09
4.07
6.67
9.89
9.54
10.54
6.58
10.85
6.50
14.08
9.89
12.78
7.51
249.31
7.12
8.24
3.57
0.67
0.52
0.11
1.99
0.03
0.33
2.78
0.25
4.74
3.00
1.11
6.03
2.33
1.22
7.78
2.63
0.08
1.78
5.22
0.85
5.15
1.29
0.94
3.54
1.53
0.36
0.31
1.19
0.00
7.52
4.15
1.11
1.21
3.10
0.06
1.07
1.03
6.31
3.67
1.19
1.94
1.25
3.19
1.25
1.58
3.47
0.04
1.33
0.98
0.51
4.05
1.36
1.72
0.17
0.00
0.00
0.17
0
14.24
1.24
0.00
2.20
0
13.33
1.32
0.46
2.50
0
17.05
6.74
1.45
7.31
70.18
2.01
33.76
0.96
93.30
2.67
0
4.61
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2.74
16.48
0
5.90
0
0
11.55
11.93
0
12.67
0
16.01
0
0
9.34
14.30
0
10.20
0
14.39
0
14.81
0
10.54
0
10.89
0
20.89
0
13.93
0
0
16.57
11.43
0
16.39
0
9.75
23.00
0
0
446.55
12.76
2.6.6. Staff Workload and Incentive Systems are Designed to Support the Quality of
Teaching and Learning
Based on BAU quality standards, lecturer load per semester or average FTE should be
11-13 credits. Achievement of the standard has implications for incentives given to lecturer.
For lecturers who has not yet getting government certification, BAU provides incentives of
each semester to lecturer who achieve FTE above 12 credits. For the lecturers who has
already certified, its their obligation to achieve 12 credits, and if not achieved then incentives
from the government will be revoked. Under government regulations, a professor holds
special incentive but he/she should get certain conditions such as generating journals at
international level over the last 3 years and a work load of 12 credits. Several other incentives
given by BAU, both for lecturer and academic support staff, that include holiday allowance,
health insurance costs, and cost of medical check-up.
Study Program of Community Development and Communication
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33
In addition to the material nature, incentives earned by the lecturer and supporting
staff are in the form of awards both at the faculty level, university level, up to national level.
Some form of the award include crowning of exemplary lecturer at faculty level, BAU, and
national level. President also awarding achieving lecturer at national level. Awards were also
given from the ministry, private sector, and community.
2.6.7. Accountability of the Staff Members is Well Regulated
Accountability of lecturer is conducted through variety of ways. One way is to make a
course contract agreed with students at the beginning of every lecture. The contract becomes
a reference that will be implemented during the course. Moreover, in teaching activities, each
lecturer must fill out attendance list that contains teaching schedule, name of lecturer, and
course material that are given. The attendance list is signed by both lecturer and student
representatives.
2.6.8. There are Provisions for Review, Consultation and Redeployment
Review and consultation between lecturer and supervisor, for example Head of
Division and Chair of CCDC Department, are conducted if necessary, such as for lecturer
achievement assessment and promotion process. Review and consultation was also carried
out routinely at beginning of semester, both for already activities and uture activities in the
next semester. Moreover, tere are routine meetings in every Division once a month. Regular
meetings every Wednesday at Department level, known as Rabuan, also contains elements of
review and consultation, although in more informal nuances.
2.6.9. Termination and retirement are planned and well implemented
Lecturer generally are civil servants. Therefore, dismissal and retirement is in
accordance with applicable regulations that applied nationally. These regulations are clear
and applied automatically. For example, the retirement age for lecturer is 65 years, whereas
for professor is 70 years.
2.6.10. There is an efficient appraisal system
Lecturer assessment is also conducted through several mechanisms. At the end of
each semester, each lecturer are required to fill out form as instrumen to assess performance
of each lecturer. Based on this form, it will be known variety of activities ranging from fields
of education, research, community service, etc. which are conducted by each lecturer
throughout the semester. In addition, each lecturer also received ratings from supervisors
each year, namely through DP3 form. In the longer term, the assessment is also in process of
promotion and class of each lecturer. To be able to climb the ranks and classes, there are
standard criteria that must be met by each lecturer, which includes aspects of education,
research, community service, and support acitivities.
2.7.
SUPPORT STAF QUALITY
To provide various library sources, the civitas of the CDC study program makes use
of the Central Library of BAU. The Central Library staffs of BAU are quite competent to
manage various literary sources starting from the process of planning, provision, until
conservation of the literature. Nowadays there are 53 working staff in the library, consisting
of 10 persons of honorer status (19 percent), 17 administrative officers (32 percent), and 26
librarians (49 percent). Table 2.7.1 shows the educational background of the library staff in
2012. Table 2.7.2 presents the educational level of the librarians at the secondary school
level, Diploma Degree, Bachelor Degree and Master Degree. These library staffs covering
many positions are presented in Table 2.7.3. Fifty-four percent of the BAU library staffs are
very skilled persons, and they are already in the skillful level of library positions, and 46
Study Program of Community Development and Communication
-----------------------------------------------
34
percent are in the mahir level. With those qualifications, the BAU Central Library staffs have
comptenecy to give optimal services to all the civitas academics in the CDC study program
in particular and BAU in general.
Table 2.7.1. The Profile of the BAU Central Library Staffs
Educational level
Elementary Schools
Junior High Schools
Senior High Schools and
Vocational Schools
Diploma 2
Diploma 3
Bachelor Degree
Master Degree
Doctoral Degree
Number
Percentage
3
1
5.7
1.9
21
39.6
8
2
12
6
0
15.1
3.8
22.6
11.3
0.0
Source : data processing statistics of IPB Central Library personnel
Table 2.7.2. Educational Level of BAU Central Library Staffs in 2012
Educational Level of Librarians
Elementary Schools
Junior High Schools
Senior High Schools and Vocational Schools
Diploma 2
Diploma 3
Bachelor Degree
Master Degree
Doctoral Degree
Jumlah
Persentase
0
0
5
8
0
8
5
0
19
31
31
19
-
Table 2.7.3. Librarian Positions of BAU Central Library in 2012
Library Positions
Expert Librarians
- Main Librarians
- Moderate Librarians
- Young Librarians
- First Level Librarians
Skilled Librarians
- Penyelia Librarians
- Further Implementer Librarians
- Implementer Librarians
Study Program of Community Development and Communication
Number
Percentage
12
0
5
3
4
14
11
2
1
46
19
12
15
54
42
8
4
-----------------------------------------------
35
2.7.2. The Laboratory Staff are Competent and Adequate in Providing a Satisfactory
Level of Service
Technician of CCDC Department support all study program within the Department.
Number of undergraduate degree technicians at Department level are 21 people. The
personnel specifically address technical problems in Broadcast Media (Radio Laboratory),
FM radio and Green TV studios.
2.7.3. The Computer Facility Staff are Competent and Adequate in Providing a
Satisfactory Level of Service
The supporting staff that manage computer facilities in the CDC Program include one
person that has become a civil servant, and other staffs that are non-civil servants. The
competency of the civil servant staffs can be seen from their achievement, namely the
prestigious educational staff in 2012, and from their increasing DP3 scores, from 80.1 to
become 80.3 with Good category. Besides, with their ten-year experience, this becomes a
supporting factor to improve the quality of computer management in order to optimalize
academic services, by using Academic and Management Information System. Furthermore,
the two non-civil servant staffs are also competent to support the work of the website
development team so that it becomes an important infrastructure for internet-media-based
academic services.
Various important information concerning the development of the CCDC Department
can be accessed through http://skpm.ipb.ac.id/. Both staffs have got various trainings, apart
from their working experience, some of which are e-learning management training for lecture
and practices by the Directorate of the First Common Year Program of IPB, Open Journal
System-based e-journal management training by UNDIP Training Division, website
management training for staff by the Department of Community Development and
Communication Sciences, IPB. Lecture Management System training by DKSI IPB, CMS
(Content Management System)-based website training by DKSI IPB, Further Administrator
Web workshop and Institutional Web Grading workshop. By improving the capacities of
computer management staff, in 2013 the Department of Community Development and
Communication Sciences succeded to reach the third rank in the IPB web competition,
defeating 33 other departments.
This success becomes an indicator that the team can work competently give optimal
services to the civitas academics in CDC study program. To improve computer staff quality,
now one person has been studying at magister level.
2.7.4. The student service staff are competent and adequate in providing a satisfactory
level of service
Special Educational Administrative officers in CDC study program consists of 6
persons, and they have good performance (Figure 2.7.1). The figure shows there is an
increase in the scores of the educational force every year. This is in line with the height of
the scores in List of Job Performance Appraisal (DP3= Daftar Penilaian Pelaksanaan
Pekerjaan) components, in which the average scores of the educational staff for element of
loyaly is 91.9 with very good category, element of working achievement is 82.9, element of
responsibility 83, element of obedience 84, element of honesty 82.2, element of cooperation
82.3, and element of inisiative is 82.7 with Good category for all elements. To improve
academic quality, now one staff has been studying at magister level.
The academic service quality also determines the ratio between lecturing staff and
educational staff. Nowadays, lecturer of CDC Study Program are 39 person, while lecturing
staff are 12 persons, so the ratio between the lecturing staff and the educational staff is 1 : 3,
especially there are also non vcivil servants. The ratio value shows that the lecturing staff and
Study Program of Community Development and Communication
-----------------------------------------------
36
educational staff can easily coordinate and communicate the academic working burden, so
that they can give optimal services to the students. Easy communication among academic
staff, educational staff and students can be carried out by utilizing the computer facilities and
very adequate learning support equipment. The existing facilities were designed to develop
information in CCDC Department, using the On-Campus-Conectivity-Devices (internet)
approach. Furthermore, this interactive academic service has been developed to provide
information on academic affairs (lecture materials, lecture schedule, grades, exam
information). The Management Information System is an interactive tool to discuss final
assignment guidance. This Management Information System is also used to broadcast sms to
students through gateway sms. This interactive academic service can develop a two-way
potential interaction.
Figure 2.7.1 Performance of Educational Staff at CDC Study Program based on List of Job
Performance Appraisal (DP3) Scores during 2008-2012 Periods
2008
2009
2010
2011
2012
3500
Performance Scores
3000
2500
2000
1500
1000
500
0
1
2.8.
2
3
4
5
6
STUDENT QUALITY
2.8.1. There is a clear student intake policy
New student acceptance is carried out by Panitia Penerimaan Mahasiswa Baru
(PPMB) or the Committee of New Students Acceptance stipulated by a Rector Decree. The
acceptance of senior high school graduate as undergraduate students will be selected through
4 ways, which are : (1) Undangan Seleksi Masuk IPB (USMI) or invitation for entrance
selection of Bogor Agricultural University, (2) Seleksi Penerimaan Mahasiswa Baru (SPMB)
or acceptance selection of new student, (3) special invitation for high school student of
national or international reputation, and (4) Seleksi Penerimaan
Mahasiswa Baru
Beasiswa Utusan Daerah (BUD) or acceptance selection for new student with scholarship as
representative from the region.
General requirement for registration of Bogor Agricultural University freshman : (1)
healthy mind and soul; (2) not using drugs; (3) agree to stay in Bogor Agricultural
University dormitory at the first year of study. Student candidate accepted in the first year is
required to followeducation at First – Year Common Students
Through USMI selection, a number of high schools from all Indonesia at the last
school year term are invited to send in application letter of a number of their best students.
This invitation is also valid for Indonesian high school abroad. High school student selection
Study Program of Community Development and Communication
-----------------------------------------------
37
is based on the achievements and grades obtained on the subject Biology, Physics, Chemistry
and Mathematics; prestigious achievement on extracurricular activities; and criteria
determined by Bogor Agricultural University.
Seleksi Nasional Masuk Perguruan Tinggi Negeri/SNMPTN (National Selection for
State-owned University) is a selection activity for student candidate to enter state-owned
University through written test and special skill test on certain study program. Selection is
conducted by SNMPTN committee in the strategic located cities where the state-owned
university is situated. Written test is done at the same time and day using the same testing
subject matter simultaneously in all the stated-owned universities throughout Indonesia, this
is to facilitate candidate to take test at the convenient location.
Special invitation to enter IPB for student candidate of the high school student
graduate with special prestige of national or international reputation. BUD/Beasiswa Utusan
Daerah is the acceptance of Bogor Agricultural University undergraduate student
recommended and funded by the Central Government; Provincial Government and
Residential/City Government. The graduates are later expected to return to their places of
origin to work and develop the region or to work for private institution/company. Student
candidates are potential high school or vocational high school graduate with natural science
basic. They are recommended and funded by Central Government; Provincial Government,
Residential/City Government, Government Agency, private institution and company with the
condition such as : (a) age of not more than 25 years old (b) good high school grade.
2.8.2. The Actual Study Load is in Line with the Prescribed Load
The competition was a student SKPM department is high. It is indicated by ratio of
prospective students and capacity that increases in each year (Table 2.8.1). Students who
pass the selection and follow-register stage are more than 95 percent. It indicates that CDC
students are already having good quality according to standards quality set by BAU.
Table 2.8.1. Ratio Selection Student and CDC Capacity, 2009-2013
Prospective Reguler Student
Selection
Passed
Academic
Year
Capacity
(Student)
Total
Ratio Selection and
Capacity
2009
120
647
130
211
1:5
2010
120
1246
144
219
1:10
2011
120
700
145
239
1:6
2012
150
1142
158
274
1:8
2013
150
1594
158
301
1:11
Total
660
5329
741
1244
1:8
2.8.4. The Actual Study Load is in Line with the Prescribed Load
To increase the internal efficiency of carrying out and managing undergraduate
program, there has been an effort to accelerate graduation since 2006 and to ensure
scheduled graduation (regular schedule) since 2007 (Table 2.8.2).
Table 2.8.2 Length of Completing Thesis, and Length of Study of CDC Study Program
Students.
Gener
ation
2005
2006
Length of Completing
a thesis (months)
Average of Length of Study at Communcication and
Community Develoment Study Porgram (months)
5.81
5.83
Study Program of Community Development and Communication
52.30
49.14
-----------------------------------------------
38
2007
2008
2009
6.23
5.14
7.82
47.68
46.74
40.96
Both programs support the punctuality by giving the curriculum structure that enables
students to finish their studies within 3.5 years and the 4-year curriculum with educational
management (lecture-time schedule and monitoring system of final assignment).
Various programs mentioned above prove to be able to accelerate students’
graduation in the Department of Community Development and Communication Sciences.
This trend has tended to increase since these programs were lanched (Figure 2.8.1). The
graduates of 2005 were higher than 40 percent from it should be; however, in 2012 this
percentage increased up to 80 percent. Number of students who got GPA between 3:00 to
4:00 are dominant and increases from year to year (Table 2.8.3).
Figure 2.8.1 Number and Percentage of Students that Graduate on Time ccording to
Student Year Period of CDC Study Program
Students who have higher scores and are willing to graduate sooner can attend the
acceleration Program (the Fast-track Program). In the Sixth Semester students whose GPA is
above 3.00 can attend the fast-track program, starting with accelerating the writing of Library
Study and colloquium of research proposal in the Sixth Semester, followed by thesis writing
in the Seventh Semester.
Table 2.8.3. Graduation Yudicium of CDC Study Program
Generation
2005
2006
2007
2008
2009
Satisfactory
Total
%
55
44
44
59
64,0
50,6
46,8
64,8
Very Satisfactory
Total
%
31
43
49
32
26
36,0
49,4
52,1
35,2
92,9
Study Program of Community Development and Communication
Cum Laude
Total
%
1
1,1
2
7,1
Total of Graduates
Total
%
86
87
94
91
28
100,0
100,0
100,0
100,0
100,0
-----------------------------------------------
39
Student achievement not only in academics but also in non-academic. Non-academic
achievements will be shown in Table 2.8.4. Some students achieves not only at the national
level but also at international level.
Table.2.8.4. Non Academic Achievement of CDC Study Program Student
No
1
Activity and Year
Level
1.1
Writing Competition in Politics; Syifa Maharani (2007)
Local (2), National (5),
International (9)
Local
3rd Champion
1.2
Article Competition ; Anies Wahyu Nurmayanti (2008)
Local
2nd Champion
1.3
National
Bronze
National
2nd Champion
International
Delegation
International
Delegation
International
Presenter
International
Participant
International
Volunteer
1.10
Poster National Student Scientific Week (PIMNAS); Anies
Wahyu Nurmayanti (2010)
Scientific Writing Competition on Mother Day 82nd at Ministry of
Women Empowerment and Child Protection Republic of
Indonesia with Jurnal Nasional (2010)
Inter-department Graduate Study in Sustainability - ECOSUS
Field Training Course Hokkaido University, 23 Oktober-29
November 2011
4th International Congress of Environmental Research 15-17,
Surat, India
The 2°0 Annual Indonesia Scholars Conference. Taiwan 17-20
Maret 2011
Aceh Development International Conference (ADIC) 2011
Malaysia 26-28 Maret 2011
United Nation Population Fund; Global youth Forum (4-6
December 2012)
ICCEES Conference di Thailand; Hanjagi dan Saefihim (2012)
International
Delegation
1.11
Community Development Grant MITI Student
National
Delegation
1.12
Writer of Maintaining Indonesia book II (2012)
National
Writer
1.13
Presentation at Congress and Competition in South Korea (2012)
International
Participant
1.14
Delegation and Writing Published at AISC Taiwan; Hanjagi
(2012)
Paper Presentation on Biofuel at Shanghai, China
International
Delegation
International
Presenter
National Student Scientific Week (PIMNAS) 2012; Rici Tri
Harpin Pranata
Arts
National
Bronze
1.4
1.5
1.6
1.7
1.8
1.9
1.15
1.16
2
Scientific Writing Competition
Achievement
2.1
Poetry Reading Competition ; Wina Ekawati (2009)
2.2
Poetry Reading Competition; Wina Ekawati (2009)
2.3
BAU Theater Art Concert; Karina Swedianti (2009)
Local (13), National (0),
International (1)
Local
Saron
Performance
Local
Poetry
Performance
Local
1st Champion
2.4
Presenter Comday Competition; Dewi Sylvialestari (2009)
Local
Best Presenter
2.5
Short Story Icon Competition; Turasih (2007)
Local
1st Champion
2.6
BAU Theater Art Concert; Rajib Gandi (2009)
Local
1st Champion
2.7
BAU Theater Art Concert; Rajib Gandi (2010)
Local
1st Champion
2.8
Monolog BAU Art Concert; Rajib Gandi (2010)
Local
1st Champion
2.9
Documentary Film; Hendra Purwana (2009)
Local
3rd Competition
2.10
BAU Theater Art Concert; Hendra Purwana (2009)
Local
1st Champion
2.11
Documentary Film Competition at Water Festival 2011
Local
Participant
2.12
Photography Competition Art Collaboration and Revolutionary
Action (ACRA). (November 2012)
Local
3rd Champion
Study Program of Community Development and Communication
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40
No
2.13
3
3.1
Activity and Year
Level
Achievement
Contestan Agriaswara BAU to Finland (2012)
International
Sports
Lokal (12), Nasional {0),
Internasional (0)
Local
1st Champion
3.2
Women Marathon Competition TPB Cup; Rani Yuliandani
(2008)
BAU Women Basket Ball Competition; Karina Swedianti (2009)
3.3
Participant
Local
2nd Champion
BAU Women Basket Ball Competition; Dewi Sylvialestari (2009)
Local
2nd Champion
3.4
BAU 100 meter Run Competition; Indra Setyadi (2009)
Local
1st Champion
3.5
BAU Athletic Competition; Rani Yuliandani (2009)
Local
1st Champion
3.6
Espenl Tug of War Competition; Isma Rosyida (2009)
Local
1st Champion
3.7
BAU Women Basket Ball; Karina Swedianti (2010)
Local
4th Champion
3.8
TPB Cup Basket Ball; Dini Dwiyanti (2010)
Local
2nd Champion
3.9
OMI Basket Ball; Dini Dwiyanti (2010)
Local
2nd Champion
3.10
Long Jump Competition; Novia Fridayanti (2010)
Local
1st Champion
3.11
OMI Foot Ball Competition 2012
Local
1st Champion
3.12
OMI Women Basket Ball Competition 2012
Local
3rd Champion
4.1
Political Debate Competition; Syifa Maharani (2007)
Lokal (14), Nasional (1),
Internasional (3)
Local
1st Champion
4.2
Political Debate Competition; Aris Syafrudin (2008)
Local
1st Champion
4.3
Writing Workshop; Turasih (2008)
Local
Big Ten
4.4
FEMA Ambassador 2009; Turasih (2009)
Local
4.5
Local
Local
1st Champion
4.7
Mini Newspaper Gorup Competition; Rafi Nugraha Febriana
(2009)
Mini Newspaper Gorup Competition; Rafi Nugraha Febriana
(2009)
Ecology Ambassador 2010; Turasih (2010)
Chosen FEMA
Ambassador
1st Champion
Local
4.8
Aka Business Challenge; Rafi Nugraha Feberiana (2010)
Local
Chosen
Ecology
Ambassador
2nd Champion
4.9
International
Committee
4.10
Green Campus Global Forum 2011, Yongin. Gyeonggi-do. Korea
(November 2011)
World Model United Nations 2011 Singapura 14-18 Maret 2011
International
Delegation
4.11
Jabodetabek Debate Competition 2012 at PNJ
Local
3rd Champion
4.12
Fema Ambassador 2012; Yuni Setyaningsih (2012)
Local
4.13
Fema Ambassador 2012; Saefihim (2012)
Local
Chosen FEMA
Ambassador
Runner Up
4.14
Student Exchange Tohoku University, Jepang.
Asia
Participant
4.15
News Presenter in TVRI Competition; Yulia Astuti
National
1st Champion
4.16
Achieving Student at Department Level; Deslaknyo Wisnu (2012)
Local
1st Champion
4.17
Ecology Ambassador; Rici Tri Harpin Pranata (2012)
Local
Finalist
4.18
Bogor Boy and Girl; Hafid kurniawan (2012)
Local
Friendly
Champion
4
4.6
Others
Study Program of Community Development and Communication
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41
2.9.
STUDENT ADVICE AND SUPPORT
2.9.1. There is an adequate student progress monitoring system
Guidance and counseling are carried out by each academic staff, academically or nonacademically, and they are expressed in many academic activity forms, in various levels of
BAU. At BAU level, CDC study program appoints two lecturing staff to become counselors
to serve students of the Common Preparatory Year Program (CPY) in the first and second
semesters.
At the department level, appointment of academic supervisors is carried out when the
CPY students officially become the students of CDC Study Program. Each academic staff
gets 2 to 4 students based on his status as a academic staff. If it is accumulated, each
academic staff will get 8 – 16 students to be supervised during the students’ four-year study.
Furthermore, in the seventh and eighth semesters for regular program (or semester 6 and
semester 7 for fast-track program) students can have their final assignment supervisors
(literary study and thesis). The process and result of supervisory is documented in the SIM of
the Department of Comunication and Community Development Sciences at
http://skpm.ipb.ac.id/sim-skpm
2.9.2. Students Get Adequate Academic Service, Support and Feedback on Their
Performance
Supervisory process for Academic supervisory is usually carried out at the beginning
of the semester intensively through scheduled meetings, since during that time the students
need some direction from the academic staff, especially concerning the subjects that are
offered. The academic staff’s direction about the number of credits and types of subjects
based on the student’s academic potential at the previous semester. Besides academic
supervisory, students sometimes express their non-academic complaints such as timemanagement for study, financial problems, and family problems. The academic supervisor
will also act to give advice and recommendation for scholarship proposal proposed by the
students.
Supervisory is also conducted related to the students’ organization activities that are
carried out by the student’s commission. Function undertaken by the student’s commission is
to facilitate the information of profession organization activities. In the CCDC Department,
the related profession organization is Student Organization of Community Development and
Communication Sciences (HIMASIERA). Discussion on the acivities is carried out by the
persons-in-charge and the members of HIMASIERA.
Results of of the supervisory presented by:
1. Identifying the students’ problems and solving them quickly before they become bigger;
2. Supporting the students’ extra-curricula activities;
3. Choosing the right lectures and scheduling the time for lecturing;
4. Graduating students on time;
5. High grades of final assignment as an indicator of students’ quality.
Forming interest and talent is facilitated by the existence of extra-curricular group.
Extra-curricular is a medium to sharpen the students’ ability apart from their academic
ability. The results are the existence of extra-curricular activities that include the following:
sports, arts, languages, scientific writing, and others that are attended by the students of the
CDC Study Program.
CCDC Department carries out softskills builing which is in line with the agenda
carried out by IPB. Efforts to develop the students’ character building is carried out through
message of the week program, in which each academic staff is expected to give or insert
moral values to students during the learning process. The department students’ commission
Study Program of Community Development and Communication
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has carried out socialization program through Wenesday routine meetings. A series of short
films concerning character building and motivation have been presented to all academic staff,
so that they can use them. Socialization of Campus regulations is carried out routinely during
the Department Introduction Session (MPD). Documents concerning the regulations are also
included in the Guide book of the undergraduate program so that students can read them
easily. The results of softskills building can also be seen from the students’ creativities, in the
extra-curricular activities, competitions that involve students, and interrelation among
students, academic staff and educational staff.
Information about opportunities to get scholarships is given by BAU to FHE, which is
later presented to the CDC study program. In order to get the scholarships the students of
CCDC Department need to fulfil some requirements, those set by BAU and special ones set
by the sponsoring agencies. One of the special requirements set by the sponsoring agencies is
a letter of recommendation from the Academic Supervisor / Head of the Study program /
Vice Head of the Study Program. If none of these are on site, the recommendation can be
given by the Student’s Commission of the CDC study program.
Results of the activities are the students of the CDC study program can get
scholarships from the sponsoring agencies, whether it is the Central Government and Local
Government from public/private companies/foundations/ others. The scholarships from the
Central Government are usually given by Directorate of General Higher Education, the
names of which are BBM, BBM APBN-P, Bidik Misi, Bidik Misi APBN-P, PPA, and PPA
APBN-P. Scolarships from the Local or Regional Government are given using the following
names, such as BUD and BUD-DEPAG. Scholarships from BUMN use the following names
BUMN, Bank Indonesia, BRI 2011 and PT. Perkebunan VII. The scholarships given by
private companies/foundations/others use the following names, such as Indocement,
Supersemar, Tanoto Foundation, Prestasi dan Bakat, POM IPB, YKPP Pertamina, Yayasan
Karya Salemba Empat, Bhakti BCA 2011, ETF, Toyotas Astra, Korean Exchange Bank,
Kosgoro 1957, PT. Indosat, PT. Bank Ekspor Indonesia, Goodwill International, KORINDO,
BAZNAZ, Alumni FEMA Berbagi, and so on.
From 2008 to 2011, the scholarships received by students of CDC Study Program
come from the Central Government, Local Governments, and BUMN/private
companies/foundations/others. During the period of 2008, 2009 and 2011, there were more
students of CDC Study Program that got scholarships from the Central Govenrment
compared to those from BUMN/private companies/foundations/others. On the other hand, in
2010 more students of the CDC Study Program got scholarships from BUMN/private
companies/foundations/others compared to those from the Central Government.
The Directorate of Student Affairs of BAU gives services of Student Health
Supporting program (PPKM) to students of BAU, including those from the CCDC
Department that need aids for hospitalizing. Results of this health service can be seen from
the report on the 2009-2012 period which showed that there were 19 students of the CCDC
Department that were ill or got accidents, and they used the service.
Students’ involvement was mostly in the Student’s Comission, Alumni and
Promotion. Students got the role in the students’ commission to make working plan and carry
out together with the teaching staff who are involved in the commission. The students are
also involved in the Research Commission, Community Services, and Publication. Here the
students are conducting internship program in the Social Sciences and Humaniora
Documentation (DOKIISH) and doing internship program in the scientific journals in the
CCDC Department.
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2.9.3. Mentoring for Students is Adequate
In order to support the realization of graduate competencies, there are some services
for students:
a. Academic Tutorial Aids
Academic tutorial aids are given in the form of time provided by the academic staff for
consultation on the subject comprehension. Nowadays, the Department of Community
Development and Communication Sciences develops Academic staff Management System
(LMS) and e-learning to facilitate the students’ learning activity process. This system can
be accessed by all the participants of the subject.
b. Information and Career Guidance
The activities related to information service and career guidance are carried out through
networking and alumni. In 2012, Himpro invited alumni who were involved in the CSR
A+ Consultant. These activities are not only useful for students in understanding CSR
activities, but they also function as a connecting medium between campus and working
environment that could involve alumni of the CCDC Department.
Furthermore, the networking built in the social networking media is very effective to
spread information on job vacancies that are routinely carried out by Labor Exchange
Office (Kantor Bursa Tenaga Kerja = PJK-IPB).
c. Private and social Consultation
i. Apointment of Academic Supervisor from Year 2
ii. Guidance by the counselor academic staff when students are in the Common
Preparatory Program
iii. Guidance of student’s organization activities and alumni networking by the Students’
Commission, Alumni, and Promotion.
Students of CCDC study program got various services, such as guidance and
counseling (including Academic Supervisor), interest and talent, extra-curricular activities,
soft-skills building, scholarship, health, and others.
2.9.4. The Physical, Social and Psycho-logical Environment for Student is Satisfactory
Support facilities for CPY students are dormitories for boy (9,767 m2), and girl (11
284 m2), public housing (6,504 m2), silvasari dormitory (2,256 m2), and silvalestari
dormitory (2,256 m2). Students from abroad are also provided bay extensive international
boarding (413 m2). Each dormitory is located on Dramaga Campus. Some transportation is
provided by BAU such as campus bus, golf cart, and other facilities to ease students towards
distant lecture places. In addition, at some point there are also bicycle shelter. The bicycle
may be used specifically by students. Other comfort place are cafeterias in each faculty to
facilitate students to access good food.
2.10.
FACILITIES AND INFRASTRUCTURE
2.10.1. Lecturing facilities (lecture halls, small course rooms) are adequate
Facilities and infra-structure to support education in the CDC study program are
managed according to the principles applied by BAU through SADAR system (Centralized
Administration Office, Decentralized Academic and Research activities) consisting of
building, audio visual laboratory, office room and students service, radio broadcast station,
library and reading room, field laboratory, parking lot. This management is meant to make
the utilization more efficient and to avoid overlapping of using lecture-rooms. Other infrastructure, on the other hand, which is not used by other departments are managed fully by the
CCDC Department. All the usage of facilities and infra-structure that are used by educational
programs under CCDC Department, undergraduate as well as post-graduate programs, are
Study Program of Community Development and Communication
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managed by the Department, whose implementation is carried out by related supporting staff.
Administration room, academic staff rooms, and laboratory/studio can also be used only by
the department.
Every room contains facilities and infra-structure that are in accordance with its
usage. Lecture rooms, besides being completed with chairs, tables for academic staff, are also
completed with whiteboards and overhead projectors. Adequate electric power makes it
possible for lecture activities to use computers/notebooks and LCD projectors.
Administration office is also facilitated with a meeting/discussion room that can
accommodate 15 people, while a pleno meeting can use a bigger meeting room.
Management and maintenance of the infra-structure that is used together in the BAU
level is under the control of faculty or CPY. As for the use of the rooms, it is in accordance
with their capacity. Lecture rooms, for example, are used according to the number of
students. For small classrooms (such as for practicum and tutorial), rooms with chairs and
tables are arranged with a U-shape, so that the interaction between academic staff and
students, or between students can happen easily. Maintenance budget is proposed to BAU
through Working Plan and Annual Budget (RKAT=Rencana Kerja dan Anggaran Tahunan)
mechanism, a financial management system and budget proposal that have been applied in
BAU over the past few years.
All the rooms and facilities have been maintained well, and their arrangement is
according to their function and usage. To give a comfortable feeling, whether it is in the
teaching-learning process and administration affairs and meetings, all the rooms have
aircondioning facilities. Electricity is also provided adequately. The use of glass windows
using rubber layers prevent the rooms from the noise coming from outside. The rooms
availability is actually very adequate and in accordance with the needs.
The needs for a building, lecture roms, laboratory, library and supporting infrastructure for the implementation of educationlal activities has been available with very good
quality. This is because all the buildings and their facilities are relatively new. The building
used by CCDC Department for the head’s room, administration offices, academic staff’s
rooms, and educational activities located in Darmaga Campus, BAU, spread in Wing 1 from
level 2 to level 5. Table 2.10.1 shows a brief description about building purposes managed
by the CDC study program.
Table 2.10.1. Building Managed by CDC Study Program 2012
No.
5
Building
Wing
Level
1
1
2
2
1
3
3
1
4
4
1
5
Node A (end of Wing 1,2,4,5)
Purposes
Meeting rooms for students and Guest academic staff room
Academic staff’s room, lecture rooms, and reading room
(library)
Department meeting room, lecture and tutorial rooms,
academic staff’s room.
The Head and Secretary’s rooms, Administration room,
Academic staff’s Discussion room, Commission Secretariate,
Exam room, lecture’s rooms.
Phocopying rooms, girl’s praying room, boy’s praying room,
AGRI-FM Radio, Students’ room, toilets and rest rooms.
Classrooms that are available for teaching-learning activity in CDC Study Program
have quite good quality, which are entirely located in BAU campus. Although the setting of
classrooms is centralized, however, generally it covers two (2) large classrooms with the
capacity of 150 people, 8 (eight) small classrooms with the capacity of 67 people each, three
(3) classrooms with the capacity of 120 people, one classroom with the capacity of 60 people,
and three (3) discussion rooms with the capacity of between 10-30 people. Its complete
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information could be seen in Table 14. In addition to the class rooms and facilities, there are
also some rooms (coomon class room=CCR) managed by CPY Office, particularly to serve
all CPYstudents - including CDC Study Program during their first level (semesters 1 and 2).
CPY Office manages 28 rooms all together. Generally they could accommodate 130 people.
The teaching-learning activity in CDC Study Program is supported not only by its
classrooms but also by its facilities. Moreover, it is also supported by the seminar room,
discussion room, exam rooms and other supporting facilities (Table 2.10.2). The available
facilities in teaching-learning activity allow the educational programs to run professionally.
Every room including CCR is equipped with a whiteboard, overhead projector, LCD, air
conditioner (AC), connection cable to the intranet, the internet itself and other supporting
facilities as well (Table 2.10.3).
The above explanation indicates that the availability of the classrooms for teachinglearning activities in CDC study program is so adequate that it could accommodate the
number of students at this time and in the coming years – approximately 90 students per
batch in average. The air-conditioned and internet-connected rooms could also provide
comfort and easiness at any time when either the students or academic staff need to find
information through the Internet.
Table 2.10.2. Classrooms and Their Facility
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Total
Number of Room
Rk. B1 –C3
Rk 0Fac 3 B2
Rk.14Fac 401 B
Rk.14Fac 401 C
Rk.14Fac 401 D
Rk.16Fac 401 C
Rk.Tan 301 A
Rk. Tan 301 B
Rk. Agr 404
Rk. Agr 307
Rk. H.004 Rek6
Rk. A031 GM 32
Rk. F00 PAU
Rk. KPM 313
Rk. KPM 413
Rk. KPM 501
Rk. KPM 502
Capacity
(Person)
Width
(m2)
Utilization
(hour/week)
150
150
67
67
67
67
67
67
67
67
120
120
60
20
20
30
10
1316
173
173
81
81
81
81
81
81
81
81
150
150
162
40
40
54
27
1542
2
2
10
8
2
2
2
2
2
2
2
2
2
20
20
20
10
114
Details
LCD + Laptop+AC
LCD + Laptop+AC
LCD + Laptop+AC
LCD + Laptop+AC
LCD + Laptop+AC
LCD + Laptop+AC
LCD + Laptop+AC
LCD + Laptop+AC
LCD + Laptop+AC
LCD + Laptop+AC
LCD + Laptop+AC
LCD + Laptop+AC
LCD + Laptop+AC
LCD + Laptop+AC
LCD + Laptop+AC
LCD + Laptop+AC
LCD + Laptop+AC
Table 2.10.3. The Condition of Seminar, Discussion dan Exam Rooms
No
1
2
3
4
Name of Room
Capacity
(Person)
Width(m2)
Utilization
(hour/week)
Seminar Room (Aula)
Court Room
Discussion Room
Exam Room
15
50
20
10
250
121.5
40.5
18
15
15
24
9
Details
AC, Internet
AC, Internet
AC, Internet (ada 3 unit)
AC, Internet (ada 5 unit)
Seminar room with a capacity of 150 people could be used not only for academic
seminars but also for other seminars at certain times. In fact over the past few months, this
seminar room has been used by post-graduate students to carry out their academic seminars.
Both academic staff and students can use the discussion and seminar rooms as long as the
rooms are available, and especially for the students they have to ask for permission first if
Study Program of Community Development and Communication
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they want to use the rooms. Meanwhile, the exam room is used for paper and thesis
examination. The means for supporting the main academic activities in CDC Study Program
are adequate, which consist of 7 pieces of laptop/ notebook, 7 pieces of LCD projector, and 7
pieces of wireless. Besides that, there are 5 pieces of overhead projectors that can function
well.
2.10.2. The library is Adequate and Up-to-date
The existance of several libraries in BAU has supported the teaching-learning
activities for CDC Study Program; furthermore, it also supported research activities carried
out by the students. Currently, there are three libraries and reading rooms that can be used by
the students, namely, department library, faculty library and the central library. Faculty
library has operated dan it has several references that can be accessed by the students. This
library is equipped with WIFI in which the students can also do some discussions there. In
the era of centralization and decentralization of academic administration, library development
is more concentrated on the institutional level (BAU), however, the department keeps giving
serious attention to develop the department libray especially in book supply.
Table 2.10.4. The Statistics of Book Collection Relevant to CDC Study Program Field
Kind of Books
Number of Title
Text Book
Accredited National Journal
International Journal
Proceeding
Thesis
Dissertation
Source: The Library of CDC Study Program-FHE-BAU (2012)
1.240
6
85
2
1.139
97
Number of Copy
1.306
6
Fulltext file Access
2
1.173
87
A brief description of book collection in central library is presented in Table 2.10.5.
The library provides a variety of book collection including text books, theses, dissertations,
reports, journals, and reference books for all disciplines related to the competence of the
department. In addition, the library especially central library also has some collections of
audio-visual, microfiche, microfilm, audio cassettes, and a variety of CD - ROMs collections.
Moreover, central library has provided online catalogs http://www.iel.ipb.ac.id which is
accessible 24 hours a day and 7 days a week. To search the collections, it provides CDS
program/ISIS from UNESCO and electronic journals.
Since the formation of CDC Study Program, the need of text books to support
teaching-learning process has gained serious attention from the department. The procurement
of textbooks in English has been carried out in a programmed plan, and it is adjusted to the
need of the courses and the competence of the department. The library, based on the study
programs that are available in the CDC Study Program, provides 1,306 text books, 6
accredited national journals, 85 international journals, 2 proceedings, 1,139 theses, and 97
dissertations.
Central, faculty, and department libraries always add their collections with funding
provided. They also subcribe new journal in case there is a need from the academic staff or
the students. So far, each year the libraries contact the academic staff proactively to ask for
the titles of books needed. Not only does this approach make material of the libraries more
various, but also the collection can always be up-dated. The books that are already old are not
directly removed if they are considered as important books, especially for classic text books.
The condition of the library is very comfortable and spacious enough. This causes the
students feel at home when they are in the library, not to mention the efficient and modern
services. Like a literature search, currently students rarely use printed catalog because it is
Study Program of Community Development and Communication
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very time consuming. The ease of literature search is probably caused by the computerized
program specifically designed for that.
2.10.3. The Laboratories are Adequate and Up-to-date
Today, laboratory facilities which are located in CDC Program Study consist of
Audio - Visual Laboratory, Radio Stations, and Green TV, The Innovation of New
Civilization (Table 2.10.5). Laboratory facilities are equipped with modern audio-visual
equipment to meet the need of ELO 1.2. Audio-visual lab also serves as a studio production,
editing, and broadcasting, therefore, it likely allows the learning process or media production
practice.
Table 2.10.5. Audio Visual Laboratory and Its Facilities
No
List of Equipment
Brand
Model
Total
Unit
1
Television
Sony
AV-6100
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Television
Video CD
Digital CD DVD
Multimedia Computer
Multimedia LCD Projector
Notebook computer
Digital Video Camera
Digital Camera
Color Scanner
Color Monitor
Camera System
Laser Color Printer
TV set
Diesel Engine Generator
Camera Full HD Portable
Comcoder Sony
Editing Machine (Apple
Mac Based Computer)
Studio Lighting (Citytek)
Toshiba
Pioneer
JVC
Compaq
Toshiba
Toshiba
Sony
Casio
HP
Sony
Sony
HP
Sony
Yanmar
Sony
Kuxa 29 M84
DV 535
DVD A330
Presario 3600
TLP681
P III-900 MMZ
PC9E
C-3040 ZOOM
7400-C
PVM-14M2E
DSR-500SPL
Laserjet-4550
KV-PF14M70
HT16Y
1
1
1
5
3
4
1
1
2
2
1
2
1
1
5
17
18
Apple Mac Based
Computer
Citytek
of
Note
It is placed at
Wing 13
4
10
The broadcasting radio station named AGRI FM is located in Node A Wing 1, 2, 4
and 5 equipped with a transmitter that is not far from its location. This radio broadcasting is
very useful because it can be a media event or training for the students, and it also can be
used as a mean of communication, information dissemination and entertainment for the
community of listeners who are interested in it. It is established as a mean of information
dissemination from the world of agriculture and education. Besides that, it can be a bridge
between BAU and wider community. Agri FM also has important roles as communication
medium for cross-cultural academic community BAU that is mostly from outside Bogor, and
it can develop the potency and academician professionalism in organizing radio broadcasts.
AGRI FM radio station has been operating in Darmaga campus since October 3, 2003 with
the management directly under the coordination of the CCDC Department Leader.
Office affair and student service rooms are facilities that are essential in supporting
the smooth running of educational programs. For office affair and student service facilities,
there are rooms for staff, study program manager, admin, student service, and public (Table
2.10.6). In general, teaching and admin staff/student services are equipped with a computer
connected to the Department’s intranet and internet. The condition of office affair and student
service rooms is presented in the following table.
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Table 2.10.6. List of Office Affair and Student Service Facilities
No.
Name of Room
Capacity
(Person)
Width
(m2)
Number
of Unit
1
Academic staff Room A
1
20.25
15
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Academic staff Room B
Front Office
Equipment
Finance
Academic Service
Admin Room
Head of Department Room
Head of Sub-Division Room
Academic staff Guest Room
Ladies Praying Room
Gentlement Praying Room
Bath Room /Toilet
Student Affair Room
Warehouse
Fotocopy Room
Kitchen
2
3
2
2
3
6
1
1
5
20
20
3
6
20.25
55
18
12
12
18
40.5
19.25
12
25
25
15
15
12
20
4
11
1
1
1
1
1
1
3
1
1
1
3
1
1
1
3
Details
Occupied by Qualified Staff
of Professor or Doctor
in every level
in every level
2.10.4. The Computer Facilities are Adequate and Up - to-date
The interactive academic service is developed to provide information about academic
problems (course materials, class schedules, grades, exam information). Management
Information Systems (MIS) is a good interactive tool to discuss the final project guidance and
to broadcast sms to the students through sms gateway integrated on Management Information
System (MIS). This interactive academic service can develop two-way interactions and
strengths.
The service of Management Information System (MIS) is a distinctive feature within
the site of CCDC Department in specific page. The feature of interactive academic service
contains all the existing courses in CCDC Department. Every page in the courses contains a
chapter list of files, lecture materials, exercises, academic staff notes and academic staff and
staff’s e-mail addresses so that interactive communication can be established. Every leturer
has their own account making it possible to update the data entered into the site. The CCDC
Department itself has designed evaluation system that can ensure the sustainability and
novelty of the content of interactive academic service feature. Whereas to evaluate the
student participation, CCDC Department site has been equipped with hit counter, a statistical
feature that can evaluate the forum participation in the site.
Figure 2.10.1. Academic Management Informaton Syatem of CDC Study Program
Study Program of Community Development and Communication
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49
Computer facilities, teaching-learning support and research that can be used for
education in CDC Study Program have been available and very adequate. Computer facilities
with the very latest software are placed in a special room that allows easy access for both
students and academic staff. The existing facilities are designed for the information
development of Communication Science Department and Community Development with the
approach of On Campus Connectivity Devices (internet). So far, the information about it can
be obtained by visiting the site of http://skpm.ipb.ac.id IPB itself has improved internet
service system since 2000 and has invited collaboration with the Faculty and the Department
through Due-Like cooperation programs.
All computers located in the CDC Study Program use the Operating System and
Software for data processing - the original one - due to the IMCA cooperation between the
BAU and Microsoft. Such cooperation is very useful because it can reduce the use of
unauthorized software and prevent copyright infringement in BAU. Besides in CDC Study
Program, computer facilities are also available in the computer lab in the Computer Science
Department, and they are also available in BAU, namely, Cyber. Primarily, the Cyber is
accessible for all CDC Study Program community.
2.10.5. Environmental Health and Safety Standards Meet the Requirements in All
Aspects CDC Study Program also has laboratory with its community or public characteristics
(mainly in rural areas). The community and rural people has become a social laboratory for
CDC Study Program community. As CDC Study Program has no physical characteristics
(mainly the use of, for example, laboratory-chemical material experiments), CDC Study
Program does not produce waste that requires special handling. Other facility that supports
conducive learning environment is security in campus, including the area around campus.
The security in campus is guarded by security officers for 24 hours a day. Campus
atmosphere is relatively crowded from 06.00 to 22.00 o'clock. Health service is also available
at BAU level. BAU provides health center located in campus so that it is very close to the
students who live there and around the campus. Other supporting health facilities is 2 units of
Sports Hall (GOR=Gedung Olah Raga) with a total area of 17 057 m2.
2.11.
QUALITY ASSURANCE OF TEACHING AND LEARNING PROCESS
The mechanism of course preparation is conducted as follows. First, formulating the
vision and mission of CCDC Department and CDC Study Program, which correspond to the
vision and mission of BAU and FHE; second, conducting workshops or surveys to determine
Study Program of Community Development and Communication
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50
the needs of the stakeholders and users of CDC Study Program; third, preparing the
competency of CDC students; fourth, drawing up a map of the course in accordance with the
major science and technology, support, and institutional distinctiveness; fifth, arranging the
degree of each course depth. Sixth, evaluating the relevant course; seventh, preparing a
syllabus for a new course or its improvement; eighth, arranging course of teaching unit
material; ninth, preparing exam material; tenth, arranging lecture contract; eleventh,
composing e –learning; twelfth, arranging the equipment of course monitoring and
evaluation.
The implementation of teaching-learning activities has a mechanism to monitor,
examine, and improve in every semester on:
(a) the presence of students
(b) the presence of academic staff
(c) the course material
Monitoring mechanism involves the implementation of the study (1) monitoring the
schedule accuracy (time and duration) of lecture/ practical work and a minimum number of
meetings per semester, like the number of hours per meeting, (2) monitoring the accuracy of
the course material content (3) the number of academic staff and the academic staff of each
course (4) the accuracy of course material content and teaching method (5) the accuracy of
Mid-Term and Final Test implementation, (6) the accuracy of the test material,
announcement to the students which is performed regularly either from GKM or internal
auditors. The information is gathered from the official report that must be filled in every
meeting. The benchmark of monitoring is based on course plan which is stated in teaching
contract and syllabus, the Decree of the Department and the official report of lecture and
exams.
The monitoring of student attendance is performed by the coordinator and Academic
staff Team assisted by education admin based on the student attendance monitoring before
Mid-Term and Final Exam. If the student does not attend up to 3 times with no valid reason,
the student will not be eligible for the Final Exam. Therefore, the academic staff can remind
the students that miss 2-time attendances until the Mid-Term and Final Exam.
The monitoring of the substance of the course material/ practical work is conducted
through academic workshops held once every 5 years (especially in the beginning of the new
leadership of the Department). In this academic workshop, course teaching plan of every
lesson is presented to get input of improvements according to the relevance of the graduate
competency development need and the development of appropriate teaching methods
including Student Centered Learning approach (SCL). In this workshop, it is time to get
feedback, input from academic staff fellow in the department to find out the connection
among the courses, information of newest text books and teaching methods used.
Furthermore, the syllabus/ Lesson Plan that has been discussed in the workshop is improved
in the meetings of course coordinators with their team.
Monitoring the implementation of academic activities carried out through an internal
quality assurance system. Implementation of monitoring is under responsibility of quality
control office, led by the secretary of CCDC Department. Quality Control Office is
responsible to implement plan at department level, establishing quality objectives with
reference to established quality standards, implementing, controlling, and evaluating
achievement. An example of results of monitoring is self-evaluation checklist (Table 2.11.1).
Tabel 2.11.1. Example of Monitoring Result of Quality Objective
No
Standard/Criteria
Strength
Weakness
Score
Plan to Refine
STANDARD 1: Vision, Mission, Purpose, Objectives, and Strategy
Study Program of Community Development and Communication
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51
No
1.1.
Standard/Criteria
Study program
has vision,
mission, and
goals that are
clearly defined
and realistic
1.1.1. Study program has
documents / evidence that
formulation of vision,
mission, and goals are clearly
structured in accordance with
vision, mission and
objectives of Departments,
Faculty and Institutes, as well
as based on agreement and
understood by stakeholders.
1.1.2. Formulation of vision,
mission, and goals are
arranged for certain time,
periodically evaluated, and
documented in the
Undergraduate Education
Program Handbook, profiles
book of curriculum and
departments, Department
strategic development plan,
document of operational plan
/ Annual Action Plan and
Budget.
2.12.
Strength
Weakness
Score
Plan to Refine
Study program
has a document
that consists of
vision mission,
and goals aligned
with the vision,
mission, and
goals of
Department and
Institutes as
result of agreed
outcome with
stakeholders
through
workshops on
September 2007
Formulation of
vision, mission,
and goals set in
2007 and has
been evaluated at
an academic
workshop in
2012. Listed in
(1) curriculum
and department
profiles, (2)
Department
Strategic Plan
Dissemination to
internal
stakeholders have
not conducted
programmatically,
except through
CCDC website
and official
meetings
2
Formulation of
vision, mission
and goals will
be installed in a
place that is
easily
accessible /
known by
academic
community
Graduate
Handbook has not
include vision and
mission.
Operational plan /
annual action
plans and budgets
have not included
the vision,
mission, and
goals
2
Formulation of
vision, mission
and objectives
included in
undergraduate
degree program
guidebooks and
official
documents of
CCDC
Department
(strategic plan,
work plan and
budget)
STAFF DEVELOPMENT ACTIVITIES
2.12.1. There is a clear plan on the needs for training and development of both academic
and support staff
Plan of training and development for lecturer and support staff in general is under
central authority, especially Directorate of Human Resources (HR). CCDC Department can
provide input or feedback to HR Directorat on desired training needs. From input of several
departments HR Directorate will plan and organize type of training. However, CCDC
Department also conduct particular training. Several CCDC Department trainings followed
by support staffs, such training on ICT, administration, and English. As for lecturer, the
trainings include academic and non-academic audit system, gender, e-learning, curriculum
development, program and television contents, and English . The trainings are mainly funded
by Government .
Lecturer development is conducted through education, research, and community
service. In education sector, is to fund 6 lecturer to pursue doctoral education (in 2013),
encouraging staff to follow sabbatical leave and post doctoral study funded by Government.
Research sector is developed by research cooperation with various parties inside and outside
od the country as well as through attending scientific forum. Community service programs
developed jointly with NGO, local and central government.
2.13.
FEEDBACK OF STAKEHOLDERS
2.13.1. There is Adequate Structured Feedback from the Labour Market The effort to respond to the needs of competence in accordance with the needs of the
workd field was done through four workshops of CDC graduate curriculum review from
2007/2008 until 2011/2012. This was performed by involving the stakeholders from BAU,
FHE, CCDC Department and graduate benefactors. The workshop brought stakeholders from
Study Program of Community Development and Communication
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52
Banten BPTP extension officer, BP2SDMK extension officer, Ciawi Agriculture Radio
(CAR), Aneka Tambang CSR (Antam) and Bogor KPA. The results of the workshop was put
into the form of expected learning outcomes that were divided into three basic details; job
related, managerial and personal competencies (work ethic).
The paradigm shift of development in Indonesia that has supported society development
programs has implications for the increasing need of CDC graduates. Therefore, the CDC
graduate program curriculum was aimed to the demands and the need of facilitator
competence or the assistant for community development programs. The profession in the
work field that was assessed potential admitted by undergraduates was facilitator or fellow
worker including a variety of professions such as informer (facilitator level), community
development worker, workers handling corporate social responsibility (CSR) and
development communication communicator.The formulation of these competencies refered
to graduate level and was put into the form of learning outcomes as follows:
1. Mastering the theoretical concepts of sociology, anthropology, social psychology,
communication, human ecology, education, population, and the theoretical concept of a
special section in the field of counseling, communication development, political ecology,
rural sociology and community development to act as an informer, communicator of
development and community development workers and social responsibility.
2. As designers, activators, and the supporter of people empowering act that are able to
make decision based on the analysis of information and data at the level of local
institutions and communities, and are able to supervise based on quantitative and
participatory approach.
3. Responsible for the process and the results of independent work or group, having critical
attitude, empathy, respect, fair, and taking the responsibility towards local institutions
and communities, and other stakeholders.
2.13.2. There is Adequate Structured Feedback from Students and Alumni
On-line centrally, BAU conducts survey on academic input from students. The survey
evaluation of teaching and learning is conducted every semester, at the end of learning
process to gain satisfaction level of student on learning process as well as satisfaction of
lecturer. Known as Evaluation of Teaching (EPBM=Evaluasi Penyelenggaraan Proses
Belajar Mengajar), students fill accreditation forms that include data subject, lecturer, and
course and lecturer evaluation statements. EPBM data summary results can be downloaded
online by the department and used as basis of corrective actions .
Another survey is to measure student satisfaction with education services as a whole
in BAU. The survey questionnaire contains a list of questions grouped into four measurement
parameters : level of satisfaction, interest, use, and rate of improvement .
Survey of graduates conducted centrally by BAU as well as by the departments.
Tracer study is conducted to track whereabouts and current condition of BAU alumni and
competency assessment of alumni in accordance to user agencies. Results of tracer studies
carried out by CDCC Department in 2010 and 2011 showed that majority of CDC graduates
working in private sector (70.59 %) and a few are working in government sector or
governmental industry (29.4 %).
2.13.3. There is Adequate Structured Feedback from the Staff
Routine agenda to capture input from staff carried in mechanism of meetings every
Wednesday and in board meeting agenda. The meeting agenda tailored to problems faced.
Notes propagated back through the mailing list to gain attention of entire staff. Wednesday
meeting serves to share information among lecturera, while decision-making is done on the
forum of board meeting conducted in every two months.
Study Program of Community Development and Communication
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53
2.14.
OUTPUT
2.14.1. The Pass Rate is Satisfactory and Dropout Rate is of Acceptable Level
There is a tendency of decreasing in the length of study of the students of the CDCC
Department (Figure 2.14.1). Education effectiveness is reached as shown by dominant A
grade for totally courses attended by CDC student at odd and even semesters on academic
year 2011/2012.
Figure 2.14.1. Number and Percentage of Students that Graduate On Time according to
Student Year Period of CDC Study Program.
Percent akselerasi (7) Semester 9 Belum Lulus Terprogram (8) Semester 10 Poly. (Tepat Waktu) 100.00 90.00 80.00 70.00 60.00 50.00 40.00 30.00 20.00 10.00 0.00 Tepat Waktu Semester 11-­‐12 y = 1.966x2 -­‐ 2.431x + 48.844 R² = 0.90018 2005 2006 2007 2008 2009 Genera*on Number of drop out (DO) students during last five years show a significant decline
(Table 2.14.1). They got a DO condition within Common Preparation Year (CPY), which is
conducted under authority of CPY Office –not CDCC Department.
Table 2.14.1.
Number of Drop Out Students in CDC Study Program
Generation
Total Student
2007/2008
2008/2009
2009/2010
2010/2011
2011/2012
102
105
112
141
149
Drop Out Student
Odd
Even
4
2
7
1
2
2
2
Total (%)
4 (3.92%)
9 (8.57%)
3 (2.68%)
2 (1.42%)
2 (1.34%)
2.14.2. Average Time to Graduate is Satisfactory
Average length of study of CDC student is accelerated, from 52 months in class of
2005 to 41 months in class of 2009. This increase is supported by scheduled stages of studies
Study Program of Community Development and Communication
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54
completion, such as student colloquium schedule, schedule of proposal collection, and
schedule of thesis examination.
2.14.3. Employability of Graduates is Satisfactory
Experience of graduates indicated by high employment. Majority of CDC graduates
has worked before 3 months from time of graduation. Nearly 10 percent of graduates have
been accepted at the jobs upon graduation paperwork. Other alumni did not wait more than 6
months to get a job (Figure 2.14.2).
Figure 2.14.2. CDC Study Program Graduates according to Waiting Time to Get Their First
Job, 2012
Based on the tracking study in 2011 towards 32 graduates from 2008-2010 classes, it
was known that almost all graduates (90.63 percent) had already worked, and others ran their
own business and other activities. Of the respondents, 75% of graduates had worked in CDC
education field.
2.14.4. The Level of Research Activities by Academic Staff and Students is Satisfactory In proposing research, CDC student and lecturer refers to strategic issues formulated
by BAU, FHE and CDCC Department, so that the research activities support deepening and
sharpening of knowledge in each unit of the institution.
Research data recorded for the last three years have shown that the titles of research
were relevant to the strategic issues and scientific credentials carried by CDC Study Program.
So far the results have contributed strongly to teaching and learning process performed at
CDC Study Program. Consequently, it obviously supported the feature of IPB as a research based university. Some strategic issues that became the concern in the research of academic
staff at CDC Study Program could be summarized as follows: (1) The issue of institutional,
governance, public services, and rural politics in the era of regional autonomy, (2) The issue
of political ecology, natural resource management and the environment, and environmental
governance in Indonesia, (3) The issue of rural livelihood systems and global climate change.
(4) The issue of poverty, social welfare and rural ecological adaptation, (5) The issue of
community development, empowerment, CSR, social participation and social change in rural
areas, (6) The issue of gender and rural development, (7) The issue of the dynamics rural
Study Program of Community Development and Communication
-----------------------------------------------
55
communication, (8) The issue of population dynamics, social mobility, and migration, (9)
The issue of regional and room setting development, (10) The issue of welfare of family,
children, and trafficking, (11) The issue of consumer satisfaction, (12) The issue of the
conflict, (13) The issue of disaster, (14) The issue of food security, (15) The issue of
evaluation of development programs, (15) The issue of agricultural trade system, (16) The
issue of social entrepreneurship, (17) the issue of education development and adult education,
(18) the issue of agrarian and land politics.
Teaching-learning material contained in the educational curriculum at CDC Study
Program is based on the development of the results of research conducted by academic staff
staff. In the research implementation, CDC Study Program refers to BAU research master
plan which is grouped into five strategic areas, namely (1) food, (2) energy, (3) ecology, (4)
the reduction of poverty, and (5) biomedical. Over the last three years, a total of 282 studies
has been conducted by academic staff of CDC Study Progam. From the figures of this study,
poverty tackling is the most taken topic (115 or 43 percent) carried out by BAU academic
staff followed by food (102 or 38 percent), ecology (46 or 17 percent), and energy (19 or 7
percent) (see Table 2.14.2).
Table 2.14.2.
Year
2010
2011
2012
Total
Amount of Research Carried Out by CDC Study Program
Strategic Field
Food
29
49
24
102
Energi Ecology Poverty Tackling
6
9
4
19
14
15
17
46
43
34
38
115
Biomedical
0
0
0
0
Number
92
107
83
282
Research activities carried out by CDC Study Program were actualized through two
ways, namely (1) integrated research agenda on the management unit of CDC Study Program,
(2) research agenda owned by each lecturer in CDC Study Program according to their own
interests. Therefore, the research for the student thesis of CDC Study Program can be
integrated into the research agenda above. The activities and research topics developed by
CDC Study Program refer to not only the mandate of the institution carried out by CDC
Study Program as the parent organization of the CDC Study Program but also the
competence and scientific interests of each lecturer in CDC Study Program.
In 2010-2012, studies conducted by lecturer of CDC Study Program showed good
qualities funded by various sources and strategic issues both in national and in global level
were carried out. These produced various types of scientific papers published at national and
international level. Based on the record, it was found out that the lecturer of CDC Study
Program showed a fairly high productivity in the use of research funds from agencies both
national and international level. In the last 3 years, of 282 research carried out, it could be
recorded that the academic staff of CDC Study Program had spent Rp 46,146,820,000 (forty
six billion one hundred forty-six million eight hundred twenty thousand rupiah) or it was
equivalent to Rp 15,382,270,000/ year (fifteen billion three hundred eighty- two million two
hundred seventy thousand rupiah per year). From these figures, the contribution of national
funding scheme was equal to 80.4 percent. The total funding research involving the academic
staff of CDC Study Program was even greater. From these percentages, at 2.2 per cent was
research funding from the Ministry of National Education provided in the form of grants for
academic staff research (Table 2.14.3).
Study Program of Community Development and Communication
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56
Table 2.14.3.
Year
2010
2011
2012
Total
Research Activity Fund from the Ministry of National Education Year 20102012
Total of Fund*
Research title
Sources and Types of Funds
(in million Rupiahs)
86
IPB, Diknas
491.1
94
IPB, Diknas
380.1
72
IPB, Diknas
140
1,011.2
Note: Diknas: The Department of National Education
The results of various researches conducted by the academic staff from the
Major/Study Program of S1 CDCC have been published in journal publications, reports,
proceedings and recorded. The results of the researches function as lecture references which
are used as textbooks during the lectures and laboratory work so that students can explore the
course materials while enriching their empirical knowledge. Moreover, the researches also
produce learning models from the case studies of the research results which are outlined in
the topics of lectures and laboratory work in accordance with the responsibility of each
academic staff. Of the 413 recorded research results of the lectures published within the last
five years, 127 research results were published in the journals including 68 titles published in
the local journals, 53 published in the national journals, and 6 published in the international
journals (Appendix 2.14.1).
2.15.
Stakeholder Satisfaction
Teaching and learning evaluation results filled by students showed a good value for
CDC study program. It is shown from average value of lecturer and courses of 3.33 (Table
2.15.1) and 3.26 (Table 2.15.2). This score value is above BAU standard of 3.00.
Table 2.15.1.
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Lecturer Competence
1.
2.
3.
4.
5.
6.
7.
Average
Theme-1: Explaining course plan
Theme -2: Provide guidance
Theme -3: Assessing reports and feedback
Theme -4: Emphasis on important aspects
Theme -5: Increasing interest
Theme -6: Latest illustration and research results
Theme -7: Q & A opportunity
Theme -8: Good attitude & appearance
Theme -9: Respect and appreciate
Theme -10: Moral, ethical, and discipline
Total
Interval
Table 2.15.2.
No.
Student Satisfactory Evaluation towards Lecturer, 2012
3.33
3.37
3.30
3.37
3.36
3.30
3.30
3.34
3.30
3.35
3.33
3.30 - 3.37
Student Satisfactory Evaluation towards Courses, 2012
Course
Average
Theme-1: Clear syllabus
Theme-2: Lecture as scheduled
Theme-3: 14 lecture meeting times
Theme-4: Course material in accordance with purpose lecture
Theme-5: Course material adding knowledge
Theme-6: Increase Mastery
Theme-7: Means of Support Lecture
Study Program of Community Development and Communication
3.34
3.27
3.35
3.24
3.29
3.26
3.20
-----------------------------------------------
57
No.
Course
8.
9.
10.
Total
Interval
Average
Theme-8: Adequate Reference Books
Theme-9: Midterm and Final Exam in Accordance with course
material
Theme-10: Midterm announced < 2 weeks
3.28
3.28
3.10
3.26
3.10 – 3.35
Satisfaction survey services to students performed by CDC Study Program indicate
high level of satisfaction (Table 2.15.3). In general, students were satisfied with five types of
services unless the health aspects. Actually health services is implemented at central level by
BAU.
Table 2.15.3.
No.
1
2
Level of Student Satisfaction to Services
Type of Services to Students
Student Satisfaction Rate (%)
2
3
4
1
Guidance and counseling including
academic guidance
Interests and talents, extra-curricular
activities
5
0,63
9,79
17,81
43,75
3,75
0,63
9,38
23,13
33,75
2,5
3
Development of soft skills
1,25
10,63
25,94
27,81
1,88
4
Scholarship
1,88
7,81
25
31,25
2,19
5
Health
2,5
14,69
25,94
20,31
1,56
6
Others
0,94
1,56
1,25
0,31
0
Satisfactory survey towards alumni shows positive results of CDC educational
program. About 50 percent of graduates stated that skills acquired during the course are
useful in their current job duties. Tracking beneficiaries of CDC graduates conducted in 2012
to 17 agencies also showed good judgment (Table 2.15.4). Responses from the users on the
assessment of CDC graduates include "very good" and "good". This shows that the
performance of the graduates is high and satisfies their employers. These results also
demonstrate sustainability of employment opportunities for alumni.
Table 2.15.4.
Percentage of Users’ Responses toward CDC Graduates
Users’ Responses
No.
Capacity Types
1.
Integrity (ethic and
moral)
Expertise based on
the subject field
(professionalism)
2.
3.
English
4.
Information
Technology
Utilization
Excellent
Good
Fair
Poor
80
20
0
0
33
60
7
0
20
60
20
0
53
47
0
0
Study Program of Community Development and Communication
Action Plan by Study Program
Teaching soft skills in every aspect of
the lectures.
Providing job information in
accordance with the skills the CDCC
graduates have before they obtain their
appropriate job
Encouraging the formation of the
English discussion groups
Encouraging the students to utilize
information technology media in doing
their assignments. In addition, the
students can be creative in the
organizations of IPB Green TV.
-----------------------------------------------
58
Users’ Responses
No.
5.
Capacity Types
Excellent
Good
Fair
Poor
60
40
0
0
73
27
0
0
67
33
0
0
Communication
6.
Team Work
7.
Self-development
Study Program of Community Development and Communication
Action Plan by Study Program
Familiarizing students to use Indonesian
correctly and appropriately in their
discussions
Creating group assignments in order to
build team work
Creating creative activities to trigger
students’ creativity
-----------------------------------------------
59
3.
STRENGTHS AND WEAKNESSES ANALYSIS
3.1.
SWOT Analysis
Effectiveness of the achievement of ELO is demonstrated by the qualities of education,
research and community service, and it is also demonstrated by the quality of the supporting physical
and human resources. At CDC study program, high quality education is indicated by the highest
average value of the evaluation process of learning and teaching at BAU, average graduate GPA of
above 3.00, judicium graduates with “very satisfactory” evaluation, first employment gain less than 3
months, and satisfaction of the majority of users whose responses on the performance of the alumni
include "very satisfied" and "satisfied", and interests shown by prospective students where the rank
reaches the ten largest at BAU.
The efficient implementation of ELO is indicated by the achievement of educational results
obtained faster (indicating time and cost efficiency) and more results from the education, research and
community development (cost efficiency). Educational efficiency of CDC study program is shown by
more than 80 % of the students graduating on time or about double the average conditions in BAU,
abundant publications by the academic staff and students which are in line with the number of
journals and papers presented by CDCC Department, followed by a large number of research and
community service activities.
Strength
Weakness
Opportunity
1. Expected Learning Outcome
• Integration of CDC study program
• Mismatch among
• Strong correspondence
curriculum with the users’ needs,
several components
between visions and
students’ needs, vision and missions
of visions and
missions of CDC study
of FHE, and references of science
missions of BAU,
program, FHE and
development in the future
FHE and CDC
BAU with
study program
development of social
• Integration ELO through operation of
because the
sciences, development
CDC syllabus, teaching units,
preparation time
of users’ needs for
material designs and learning tools,
was not sequential
CDC graduates, and
formulation of exam materials,
development of CDC
lecture contracts, monitoring and
prospective students’
evaluation of learning
needs
• Controlled efforts to achieve ELO
• Shift in development
through standards of academic
paradigm in Indonesia
quality run by credible and structured
to support community
management
empowerment
• ELO socialization through offline and
programs
online materials
• Standardized quality of learning as
well as participatory thoughts and
developmental actions
2. Program Specifications
The highest grade by National
There has not yet
Highly demand for CSR
Accreditation Board
formal specific
in company and people
position for civil
empowerment in NGO
servant
3. Program Structure and Content
Integrated CDC study program with
Number of students
Stakeholders have agreed
FHE and BAU, which are reflected in
and class lectures to
on content of the
curriculum and course integrated maps, be served have
curriculum
various scientific works, and
increased more
application of sciences in community
quickly than the the
service
number of academic
staff
4. Teaching and Learning Strategy
Existance of some
• Learning based on student
academic staff who
participation (Student Center
Study Program of Community Development and Communication
Threat
Inequality of
rank of
courses from
other study
program in
BAU
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60
Strength
Learning=SCL)
• Preparation of a simulteneous study
plan card (KRS) before the new
semester commences
• Educational planning and teaching
allocation before the new semester
commences
• Preparation of SKPM SIM and elearning, programmed scientific
writing, programmed colloquium,
programmed thesis examination
• High participation of the academic
community and supporting staff in
learning process
• Controlling teaching and learning
through periodic monitoring and
evaluation
5. Student Assessment
Transparent and accountability of
assessment
6. Academic Staff Quality
• High quality of the academic staff
controlled through monitoring and
evaluation of courses and teaching
staff, Rabuan (weekly Wednesday
meeting), doctoral education level,
frequency and quality of research,
publications in the country and
overseas
• Abundant publications by the
academic staff and students
• Employing assistant
7. Supporting Staff Quality
• Excellence academic services
• Intersubjective interaction between
academic staff, student, and
supporting personnel
• Several supporting staff are studying
at master level
• CDC MIS to support administrative
task
8. Student Quality
• Development of programmed final
projects for one semester
• Development of an accelerated
program for the students to graduate
after the seventh semester
• Student participation in various
academic commissions Strengthening
student organizations
• Supports for student creativity
• Average graduate GPA of above 3.00
• Judicium graduates with “very
satisfactory” evaluation
• Increase in the students’ GPA from
Weakness
Opportunity
Threat
do not run the
learning process in
accordance with the
lecture contract
Interests shown by
prospective students
where the rank reaches
the ten largest at BAU
Decreasing academic
staff and student ratio
Study Program of Community Development and Communication
Opening recruitment of
academic staff by subdiverse expertise
• Large number of
student candidates
applying for studying
at CDC study program
More scholarship
programs that can be
obtained by students
and academic staff
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61
Strength
one semester to the next semester
9. Student Advise and Support
• Intensive couseling consultation from
the first semester to the final one
• Strengthening academic interaction
outside the lecturing time
• CDC MIS to control troubled student
10. Facilities and Infrastructure
Development of information
technology that integrates academic
process
Weakness
About 2-5 troubled
students in semester
Large-sized
classrooms are still
limited
Online facility is not
good enough
11. Quality Assurance of Teaching and Learning Process
• Availability of standard operating
procedures (POB)
• Development of the curriculum and
courses regularly
• Regularity of academic planning,
monitoring and evaluation
• Teaching and learning quality control
12. Staff Development Activities
Imbalance in the
• Formal management and collegial
number of researches
interaction toward the academic staff
conducted by each
and students
leacturer in the study
• Development of academic and
program
scholar atmosphere in campus
through discussions and scientific
seminars, studium generale, joint
researches, publications in the
country and overseas, library
facilities and scientific
documentation, radio and television
studios, CDC study program
websites, CDC SIM, and CDC elearning
• Establishment of research agendas
• Development of community service
activities
13. Feedback Stakeholders
• Stakeholder involved in academic
workshop
• Regulalry feddback from student
• Online feedback facilities
14. Output
More than 80 % of the students
graduating on time
First employment gain less than 3
months
15. Stakeholder Satisfaction
• The highest average value of the
evaluation process of learning and
teaching (EPBM) at IPB
• Satisfaction of the majority of users
Study Program of Community Development and Communication
Opportunity
Threat
Good interaction
between students' parent
and CDC study program
Coordinated
management at CDC
study program with
management in the FHE
and BAU
Increased research
cooperation and
community service with
the central and local
governments, private
sector, non-governmental
organizations and foreign
donors
Increased
competitions
with other
educational
and research
institutions in
obtaining
funding
Relatively
only few
stakeholder
gave feedback
Few student have work
during waiting for
graduation
Graduates
who obtain
their first job
in the period
of 3-6 months
after
graduation
There are still
score "fair" in
graduation
professionalis
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62
Strength
Weakness
Opportunity
whose responses on the performance
of the alumni include "very satisfied"
and "satisfied"
Threat
m and English
comunication
skills
3.2. Improvement Plan
SWOT analysis show that position of CDC study program is on a quadrant to increase
aggressiveness. Improvement plan of CDC study program is directed toward following policies:
1. Implementing vision and missions of CDCC Department so that they can be realized
at the latest by 2025.
2. Using leadership skills, CDC Academic MIS and quality control to manage a large
number of students and academic staff while the quality of the academic community
of CDC study program can be maintained.
3. Strengthening collegial ties among academic staff and improving education personnel
to achieve the vision of competent education of CDC study program.
4. Developing integrative learning process supported by sufficient tools, materials and
infrastructure, resulting in competent graduates.
5. Strengthening student activities and enhancing cooperation with external parties in
terms of scholarships and employment opportunities.
6. Using the existing infrastructure and facilities to improve the competence of students
and graduates of CDC study program.
7. Improving collaboration for research and community service and improving national
and international publications.
8. Applying the results of research to improve the welfare of the community.
Area
Strengthening
Expected
Learning
Outcome
Program
Harmonization of Expected
Learning Outcome
Maintenance of Expected
Learning Outcome Operation
Teaching and
Learning
Strategy
Integrative Teaching and
Learning Process
Quality Management of
Teaching and Learning
Academic Staff
Quality
Academic Staff Development
Academic Atmosphere
Development
Objective
To integrate CDV ELO with national and local
governmental documents
To integrate CDC ELO with BAU document
To integrate CDC ELO with FHE document
To socialize CDC ELO among academic staff, supporting
staff, student, and other stakeholder
To harmonize developing curriculum structure with ELO
To harmonize developing teaching material with ELO
To conduct publication on ELO and its consequences
To strengthen Division and CDCC Department on
planning teaching and learning process
To strengthen academic staff and student on preparation
of lecture contract and evaluation of learning
outcomes
To conduct regular discussion among stakeholder on
developing CDC curriculum
To develop Standard Operating Procedure on teaching
and learning
To develop report form of academic activities
To develop MIS on teaching and learning
To collect teaching and learning material
To conduct regular teaching and learning monitoring and
evaluation
To strengthen collegial ties among academic staff
To improve personnel education and training
To conduct sustainable research activities
To conduct regularly national and international academic
Study Program of Community Development and Communication
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63
Area
Program
Academic Cooperation
Academic services
Student Quality
Academic Support for
Student
Student Participation
Student Development
Student Competition Support
Academic
Support Staff
Quality
Academic Support Staff
Development
CDC MIS
Academic
infrastructure
Laboratory Development
Documentation Development
Classroom Development
Objective
seminar and workshop
To conduct regularly journal and book publication
To create cooperation among universities and research
board
To create cooperation with data resources center
To create cooperation with publisher
To create cooperation with community
To create cooperation with company
To map student needs on academic side
To conduct courses supporting student
To strengthen collaborative research between student and
academic staff
To strengthen collaborative acadmic writing between
student and academic staff
To develop student experience at NGO
To develop student experience at company
To develop student experience at community
To develop student experience at research institution
To enhance cooperation with external parties in terms of
scholarships and employment opportunities.
To support student at local competition
To support student at national competition
To support student at international competition
To strengthen collegial ties among academic support staff
To improve personnel education and training
To develop CDC MIS based on needs of academic
support staff
To improve capacity on database and computer system
To develop media room
To cooperate with other stakeholder on campus television
development
To cooperate with other stakeholder on campus radio
development
To develop cloud computation on academic staff
documents
To develop digital library on social sciences
To maintain classroom condition
To improve classroom facilities
Study Program of Community Development and Communication
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64
REFERENCES
1. BAN PT., 2008. Pedoman Evaluasi Diri Program Studi Departemen Pendidikan Nasional,
Badan Akreditasi Nasional Perguruan Tinggi. Jakarta.
2. Departemen Sains KPM FEMA IPB., 2005. Rumusan Kompetensi Lulusan, Kurikulum
Major-Minor, dan GBPP Program Studi Sarjana Komunikasi dan Pengembangan
Masyarakat (KPM)-Departemen Sains KPM FEMA IPB. Bogor.
3. Departemen SKPM. 2008a. Rencana Strategis Departemen Sains Komunikasi dan
Pengembangan Masyarakat 2008-2013. Bogor; KPM Press. Bogor.
4. Departemen SKPM. 2008b. Sistem Penjaminan Mutu Akademik. Bogor: KPM Press.
Bogor.
5. Departemen SKPM. 2009. Prosedur Operasional Baku Penyelesaian Tugas Akhir
Departemen Sains Komunikasi dan Pengembangan Masyarakat Fakultas Ekologi
Manusia Institut Pertanian Bogor tahun 2010.
6. Departemen SKPM. 2011. Laporan Gugus Kendali Mutu Departemen Sains Komunikasi
dan Pengembangan Masyarakat tahun 2010.
7. Departemen SKPM. 2012a. Prosiding Lokakarya Akademik 1: Mewujudkan Visi
Program Studi Bertaraf Internasional Tahun 2015. Bogor: KPM Press. Bogor.
8. Departemen SKPM. 2012b. Prosiding Lokakarya Akademik 2: Mewujudkan Visi
Program Studi Bertaraf Internasional Tahun 2015. Bogor: KPM Press. Bogor.
9. Departemen SKPM. 2012c. Prosiding Lokakarya Akademik 3: Mewujudkan Visi
Program Studi Bertaraf Internasional Tahun 2015. Bogor: KPM Press. Bogor.
10. Panduan Program Sarjana Institut Pertanian Bogor Tahun 2012.
11. IPB, 2009. Laporan Evaluasi Pelaksanaan Kurikulum Sistem Mayor- Minor Institut
Pertanian Bogor. Bogor.
12. Laporan Panitia Penerimaan Mahasiswa Baru tahun 2008.
13. Laporan Panitia Penerimaan Mahasiswa Baru tahun 2009.
14. Laporan Panitia Penerimaan Mahasiswa Baru tahun 2010.
15. Laporan Panitia Penerimaan Mahasiswa Baru tahun 2011.
16. Laporan Panitia Penerimaan Mahasiswa Baru tahun 2012.
17. Jurnal Sodality 2008.
18. Jurnal Sodality 2009.
19. Jurnal Sodality 2010.
20. Jurnal Sodality 2011.
21. Jurnal Sodality 2012.
22. Jurnal KMP 2008.
23. Jurnal KMP 2009.
24. Jurnal KMP 2010.
25. Jurnal KMP 2011.
26. Jurnal KMP 2012.
27. Jurnal PPN 2008.
28. Jurnal PPN 2009.
29. Jurnal PPN 2010.
30. Jurnal PPN 2011.
31. Jurnal PPN 2012.
32. Laporan Audit Internal Institut Pertanian Bogor 2011.
33. Laporan Audit Internal Institut Pertanian Bogor 2012.
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IV. APPENDIXES
4.1. Glossary
USMI
: (Ujian Saringan Masuk IPB) is a selection system for student of BAU, which is
carried out without any written entrance tests but based on the achievements
made in their high school program.
SNMPTN : (Seleksi Nasional Masuk Perguruan Tinggi Negeri) is a selection activity for
student candidates to be admitted to the State-owned University through written
entrance-test and special skill test on certain study program as well.
BUD
: (Beasiswa Utusan Daerah) is the acceptance of the undergraduate students of
Bogor Agricultural University as recommended and funded by the Central
Government; Provincial Government and Residential/City Government.
UTM
: (Ujian Talenta Mandiri) is a method for the acceptance of undergraduate
students leadership based and entrepreneurship and love of agriculture.
PIN
: (Prestasi Internasional dan Nasional) special invitation to be admitted as new
comers of Bogor Agricultural University will be given especially for candidates
who have achieved to make national or international reputation.
SAR
: Self Assessment Report
AUN - QA : ASEAN University Network for Quality Assurance
CDC
: Community Development and Communication Study Program (Program Studi
Komunikasi dan Pengembangan Masyarakat
CDCC
: Department of Community Development and Communication Sciences
(Departemen Sains Komunikasi dan Pengembangan Masyarakat)
FHE
: Faculty of Human Ecology (Fakultas Ekologi Manusia)
BAU
: Bogor Agricultural University (Institut Pertanian Bogor).
SWOT
: Strength, Weakness, Opportunity, and Threat
Study Program of Community Development and Communication
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4.2. List of Appendixes (the appendixes are enclosed http://skpm.ipb.ac.id/en/sardocument)
No
2.5.1.
2.14.1.
Title
Thesis Assessment Form
Publication of Research Findings
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