Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Natural Science Education Page 660
5 Graduates felts lessinsuffient competence, in the aspect of knowledge, skills, and
attitudes in the real work, included competencies required of teacherseducators in the form of pedagogical, professional, personal, and social competences. They said
that curriculum should to be rebuilddeveloped.
According to the students, the on-going curriculum in general was perceived and judged appropriate, but several aspects need to be improved. It is shown a the limited ability of
students to plan an interesting learning; b the depth and breadth of the material has not been evenly distributed in each coursesubject; c the presentation of material on several courses
less profound, structured and systematic; d a lot of the material is presented repeatedly in several subjects; e the activity of the learning process is less effective; f not all lecturers
convey syllabus and learning contract; g the unballancing course load in each semester; h the provision of value is still less objective and transparent; i Not all of the tools and
materials used; j there is still overlapping payload or content on several subjects.
According to the graduates users stakeholders, the on-going curriculum in general needs to be improved. It is shown: 1 acquisition of knowledge competence mastery of the concepts
and principles of learning and skills design, implement, and evaluate owned graduates still inadequate; 2 graduate’s insuffience to apply the concepts and theory subjects on learning;
3 the mastery of English language skills, especially in listening and speaking ability is still inadequate.
3.2. Results of Curriculum Development
The developing new curriculum reffered the rsults of evaluation on-going curriculum. Besides that, the developing new curriculum reffered to: 1 The Manuscript of Study Programs’
Curriculum Development Unesa, 2014; 2 Learning Outcomes LOSKL using a formulation of the learning outcomes developed by consortium of seven higher education
which hold science education programs.
In the define phase, the initial draft curriculum developed consists of: 1 formulation of the vision, mission, and goals of Undergraduate Science Education Programs; 2 Formulation
SKL LO of Undergraduate Science Education; 3 Formulation of matrix competency versus core subject to determine subjectscourses; 5 Formulation of credits; 6 Formulation of
Curriculum Structure; 7 Formulation of subjectscourse identity; and 7 Semester Lesson Plan RPS.
Review and validation of the draft curriculum of Undergraduate Science Education Program held on 13 - 14 November 2014 by three experts in science education. Results of review of
the draft curriculum was in generally the draft is a good in quality and in accordance with IQF, but need some improvements. Suggested improvements include: 1 Suggestions for
improvement to the mission statement and objectives Science Education Programs; 2 Suggestions for formulating the subject; 3 Suggestions for improvement in curriculum
structure: to add somes subjects, i.e. Analysis of Science in Secondary School as well as some optional subjects; and 4 Advice on the identity of subjects advancing and newing the
refferences.
Workshop to revised and finalized of the curriculum draft held on 26 November 2014 -8 in December 2014. In addition to the direct discussions face to face, the discussion was also
conducted via email and whatsup between curriculum development team members. Results of these activities is new curriculum of Undergraduate Educational Science Programs, which is
ready to be public testing and will be implemented on 20152016.
Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Natural Science Education Page 661
4. Conclusion
