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Master Degree Program Technical Electro Concentration Digital Media Technology and Informatics Institut Teknologi Bandung
THE Enhancement education quality and develop resources potential area to create the best one with comprehensive nationality, integrity, and high credibility, good behavior, moderate, and care of nation and country, SEAMOLEC has
sent student scholarship to follow education organized by Institut Teknologi Bandung.
Lectures organized at Institut Teknologi Bandung ITB during 24 months of 4 Semester. Institut Teknologi Bandung ITB has done selection of TPA, EPT, and Academic. Selection has organized by written and interview with terms
determined by Institut Teknologi Bandung ITB and SEAMOLEC. All students have passed of selection reserve the
right to follow education Informatics and Electro Technology at Institut Teknologi Bandung ITB. Education process is Lear-teach process organized for ongoing education until reach academic tittle and graduation. The study program
is learned at Institut Teknologi Bandung ITB is Master Technical elektro concentration digital media technology and informatics national program to provide educated and competitive adjust vision national education.
The purpose of this program is: 1.
Increase capability of human resourse to support development acceleration area, increase innovation technology, increase income of region and power of competitiveness region.
2. Increase human resourse ladder of college based superior region priority of national education program, to
provide college to reach World Class University.
The implementation of the program The students of Magister Study Program Technical Electro concentration digital media technology and informatics of
institut teknologi bandung ITB is 35 peoples and have pass selection, continue to study at institut teknologi bandung ITB.
Name list of Students
No Students Name
Concentration 1
Achmad Ridho Saputra Teknik Media Digital dan Game
2 Adha Maulana
Teknik Media Digital dan Game 3
Aditya Kusuma Teknik Media Digital dan Game
4 Aditya Pratama
Teknik Media Digital dan Game 5
Adrianus Galang Permana Putra Teknik Media Digital dan Game 6
Ahsan Jularso W Teknik Media Digital dan Game
7 Al Bahri
Teknik Media Digital dan Game 8
Al Mahdali Teknik Media Digital dan Game
9 Amelia Chairunnisa
Teknik Media Digital dan Game 10
Amri Danades Teknik Media Digital dan Game
11 Andi Pahlevi Baso Masykur
Teknik Media Digital dan Game 12
Arini Fitri Teknik Media Digital dan Game
13 Ashri Dinimaharawati
Teknik Media Digital dan Game 14
Aulia Muslim Hidayatullah Teknik Media Digital dan Game
15 Devie Pratama Subiyanti
Teknik Media Digital dan Game 16
Dian Anggraini Teknik Media Digital dan Game
17 Dinul Hanifatma
Teknik Media Digital dan Game 18
Diny Anggriani Adnas Teknik Media Digital dan Game
19 Diotra Henriyan
Teknik Media Digital dan Game 20
Dona Wahyudi Teknik Media Digital dan Game
21 Fathia Frazna Az-Zahra
Teknik Media Digital dan Game 22
Gugum Gumilar Teknik Media Digital dan Game
23 Habib Akbar Aziz
Teknik Media Digital dan Game 24
Haiyyan Putra Pratama Teknik Media Digital dan Game
25 Hendra Permana
Teknik Media Digital dan Game 26
In In Indriani Teknik Media Digital dan Game
27 Juju Juhaeriyah
Teknik Media Digital dan Game 28
Kemal Muhammad Hariwibawa Teknik Media Digital dan Game 29
M. Mujiono Teknik Media Digital dan Game
30 Mochammad Yoga Tritama
Teknik Media Digital dan Game 31
Muhamad Iqbal Teknik Media Digital dan Game
32 Muhammad Aryo Wicaksono
Teknik Media Digital dan Game 33
Muhammad Hamzah Teknik Media Digital dan Game
34 Muhammad Ilham Fadillah
Teknik Media Digital dan Game 35
Muhammad Roi Arofah Teknik Media Digital dan Game
Curriculum has used by Institut Teknologi Bandung ITB to organized education is Curriculum of Magister
Study Program Technical Electro concentration digital media technology and informatics of institut teknologi
bandung ITB, SEAMOLEC give of up to date material about Informatics Technology during two
months at SEAMOLEC. Education time of Magister Study Program Technical
Electro concentration digital media technology and game school technical electro of Institut Teknologi
Bandung ITB is 4 semesters Semester II Academic Year 20152016, Semester I Academic Year 20162017,
Semester II Academic Year 20162017, and Semester I Academic Year 20172018 during 24 months.
Participant of program is not allowing to extended
time for the scholarship. Institut Teknologi Bandung ITB has made education
program such as: Provide of lectures material, strategy, and organized lectures schedule with evaluation.
Harmonization in Higher Education and Research
Introduction
SEAMOLEC and Academic International Consortium AIC of Indonesia have held an event called as “ INTERNATIONAL SEMINAR AND SCIENTIFIC JOURNAL WORKSHOP” on February 17 – 18, 2016, and the main theme of this event is
“Creating Strategy in Human Resource Quality Through Competency Test for Facing the Globalization in ASEAN Economic Community AEC”. This event consists of three sub-themes such as Health, Businiess, and Information Technology ields. These
sub-themes focus on human resource development through the establisment of standard competency in three ields Health, Businiess, and Information Technology. Every sub-themes in this international seminar and workshop was led by an expert
in the ield of the sub-theme. Participants’ target of this event who has close relevence in Health, Businiess, and Information Technology such as: 1 RectorsHeadsDirectorsPresidents of UniversityPolytechnicAcademyHigher Education; 2 Dean
Head of Study Program; 3 Lecturers and Researchers; 4 Graduate Students; and 5 Practitioners and others. There were 8 eight price packages that were offered to Participants’ target in this event such as silver package, regular package, standard
package, gold package, special package, duluxe package, platinum package and exclusive package. Price package for silver, regular, and standard package International Seminar is around Rp. 500.000 – Rp. 600.000 50 – 60 USD; for , gold, special,
and duluxe package International Seminar, call for paper; and workshop is around Rp. 1.500.000 – Rp. 1.750.000 150 – 175 USD; and for platinum and exclusive package full signing MoU,International Seminar, call for paper; and workshop is
around Rp. 12.000.000 – Rp. 15.000.000 1200 – 1500 USD.
Objective The International Seminar and Workshop aims:
1. To follow up the result of the MoU signing; 2. To provide the audience with views and visions on the roles and challenges of international education in its
contribution to building national competitiveness; 3. To facilitate the knowledge and science people to perform their part on international development as one of choices in
prpearing tomorrow’s generation; and also 4. To attract several parties in the national and international world goverment, education institutions, scholars,
practitioners, researchers, public igure, educators, and other parties to participate in providing the best contribution for the development of knowledge and sciences.
Conclusion This International Seminar and Workshop can be a place to mutually discuss and share knowledge, science
and experience from several parties in the national and international world goverment, education institutions, scholars, practitioners, researchers, public igure, educators, and other parties especially in creating strategy
to enhance the competence of human resource in every ASEAN’s countries.
Adopting 21
st
Century Curriculum
A. SEAMOLEC Supporting SEAMEO 7 Priority Areas
There are 21 SEAMEO Regional Centres specialist institutions under SEAMEO that undertake training and research programs in various ields of education, science, and culture. Each Regional Centre has a Governing Board composed of senior education
oficials from each SEAMEO Member Country. The Governing Board reviews the Centres’ operations and budget and sets their policies and programs.
SEAMEO SEAMOLEC is one of 21 SEAMEO Regional Centres; has it mission “to assists SEAMEO Member Countries in identifying educational problems and inding alternative solutions for sustainable human resource development through the
dissemination and effective use of Open and Distance Learning”. The organisation’s highest policy-making body is the SEAMEO Council, which comprises the 11 Southeast Asian education
ministers and has its SEAMEO 7 Priority Areas 2015-2035
1. Early Childhood Care and Education
Achieving universal pre-primary education by 2030, with particular target on the disadvantaged such as poor children;
rural communities; marginalized ethnic and linguistic communities; and children with disabilities beneiting the most.
2. Addressing Barriers to Inclusion
Addressing barriers to inclusion and access to basic learning opportunities of all learners through innovations in education
delivery and management to provide for the previously inaccessible and vulnerable groups.
3. Ensuring Resiliency in the Face of Emergencies
Preparing schools leaders, teachers, students, and local communities in managing and maintaining the delivery of
education services during emergencies such as conlicts, extreme weather, and natural disasters
4. Promoting Technical and Vocational Education and Training
Promoting TVET among learners, teachers and parents with more visible investments and relevant curricula that focus on
creativity and innovation, with a clear pathway to lifelong learning, higher education and regional labor, skill and learners’
mobility
5. Revitalizing Teacher Education
Making teaching a first choice profession through comprehensive, strategic, and practice-based reforms of
teacher management and development systems through
more professional preparation at pre-service and in-service processes, following an explicit and shared teacher competency
framework and a set of standards applicable across the region
6. Promoting Harmonization in Higher Education and Research
Institutional-level harmonization taking place with Member Countries investing in strengthening higher education
institutions with each institutions determining their most important needs, supported by research, in order to be able to
co-ordinate and set quality standards with other institutions.
7.
Adoping a 21
st
Century Curriculum
Pursuing a radical reform through systematic analysis of knowledge, skills, and values needed to effectively respond to
changing global contexts, particularly to the ever-increasing complexity of the Southeast Asian economic, socio-cultural,
and political environment, developing teacher imbued with ASEAN ideals in building ASEAN community.
SEAMEO SEAMOLEC has initiative to take part in implementation of SEAMEO 7 priority areas; especially the
priority area number 7 with SEAMEO SEAMOLEC, QITEP in Science and QITEP in Mathematics. Three SEAMEO Regional
Centres have collaborated in the program of diagnostic test and adopting 21
st
century curriculum through SEA Digital Calss. SEAMEO SEAMOLEC is support for ICT technology,
teaching and learning material development, training teacher and students who to use Edmodo platform, examination
question development, online class development.
Diagnostic Test had been conducted to mapping student knowledge in Mathematics and Science and process for
adopting 21
st
Century curriculum. The student readiness category determined by the score they gained during the test.
These were 3 categories: Ready for score ≥ 70, ready enough for score 51-69 and not ready for score ≤ 50. The targets were
students year 5 and year 8 in Brunei, Cambodia, Indonesia, Lao, Malaysia, Myanmar, Philippines, Thailand, Timor Leste,
and Vietnam. SEAMEO SEAMOLEC, SEAMEO QITEP in Mathematics and SEAMEO QITEP in Science collaboratively
prepared the items and platform of the tests, and executed the tests in those ten countries. The Ministry of Education from
each participated country assigned their respective schools and students to take part in the diagnostic test. The three centres
team implemented in respective schools to conduct a series of workshop for teachers and tests for students of grade 5
and grade 8 and grade 10. In order to have a comprehensive data of SEAMEO Basic Education, on 2016 Diagnostic Test
also carried out to the student year 10 in Secondary Schools
and Vocational Schools of SEAMEO Member countries. However, the Diagnostic Test can not be done to the student
in vocational school, because in few member country have no Vocational Secondary School.
Overall data found that most of the SEA students’ years 5 were “not ready” yet both for Science and Mathematics,
even though certain countries showed level ready. On the other hand, the situation was different with SEA student
year 8, which showed level “ready enough” to adopting the 21
st
Century Curriculum in their future Mathematics and Science learning process. In addition, student year 10 can
be categorized mostly is dominated by “not ready” by having score bellow than 50, even though the conduction of the test
has not inished yet at this moment only 3 countries has not given the response yet for this initiative Admittedly the
students in every participating country have different strength and weakness in regard to these subjects.
For Mathematics subject, when all data of students were combined, clearly the students have problems in doing the
MaRWA test. In this study, we identify the level of dificulties of items based on students responses. The level of dificulties
were based on the proportion of number of students who
correctly answer the items and the number of students. If the value is less than 0.3, then the items belongs to dificult
category. Moderate items has the value between 0.3 and 0.7. If the the value is more than 0.7, the item is put in easy
category. Regarding to Mathematics, we found that grade 5 students still have dificulties doing measurement, ratio and
proportions, and pattern and relationship, and data handling. Similarly students at grade 8 also found dificultird in the
topic coverage of graphing equation, measurement, ratio and proportions, and data handling. To some extend students
had dificulties giving their explanation. Students also rarely scratched or drew anything on the igures given on the items.
We identify that both grade 5 and grade 8 students in Vietnam and Thailand were relatively ready in learning mathematics as
compared to their counterparts in other 8 countries involeved in this study.
Science subject has different determination in formulation of the test; the source of the questions was based on Higher
Order Thinking Materials that aligned with the principals of 21
st
Century Curriculum. The proportion of the questions was determined according to the Revised Bloom’s Taxonomy
2001 where cognitive process was defined into six categorized. These are: Remember C1, Understand C2
Apply C3, Analysis C4, Evaluate C5 and Creating C6. For this Diagnostic Test, the cognitive skill of C6’s category
was not considered. In addition, the proportions of number of questions in every categorization were differentiated between
student year 5 and student year 8 The initial results of Science subject showed that, in general,
student year 5, student year 8 and year 10 were less of cognitive skills for category C3 Apply0, C4 Analyze and
C5 Evaluate, while they have enough cognitive skills for C1Remember and C2 Understand. However the levels
of cognitive skills in all categories were different from one country into others and also among students that participated
in this test. The data also identiied, for some extends, students in Malaysia,
Philippines, Thailand and Vietnam was better prepared in science learning process, Even though the proposed program
was ICT based, in practical level, the Diagnostic Test was still be conducted in schools that have not equipped yet with the IT
apparatus by implementing pen and paper test methodology. The team also detected that the strength of internet signals
was one of fundamental factor that have to be considered, because this will interfere the result of the test. However,
almost all IT personnel assigned in schools possessed a very
good skill in term of IT operation and procedure. Another factor that also may inluence the result was the quality of
question translation prior the test conduction. Certain schools required to translate the materials into local language. For that
purpose, SEAMEO QITEP in Science has asked the alumni to help the translation proses that will take considerably times
that because not only language abut also the character of the letter that needed adjustment before it was uploaded into the
Edmodo system. The data presented, in regard to Diagnostic Test, can be
seen as a starting point in which the country can be referred to enhance student’s cognitive competency in Science and
Mathematics, as one of fundamental aspects in 21
st
Century Curriculum beside intrapersonal competency and interpersonal
competency domain in which this Priority Area of number 7 has been agreed by the MoE of member countries to adopt
in their national education framework. The ultimate goal of this program is developing a regional standard of teaching and
learning in Science and Mathematics that are generic to all to SEAMEO member countries and represent the realities of
the region considering national education policies, technology and learning context and condition as well as regional vision
of becoming a fully integrated community. The regional standard will consist of development suitable measurements
and formulate an acceptability level of new approaches, techniques and skills in Mathematics and Science teaching
and learning in region. Furthermore, the next phase will cater not only Priority Area
number 7 but also Priority Area number 2 for establishment a borderless education in which ICT as platform usage in this
program and Priority Area number 5 for Teacher Education Reform as this will integrate with the teacher continuing
development program. Having said that, the continuous supports and consistent commitment from Ministry of
Education of SEAMEO Member countries is necessity to conduct further phases on this program and to conceptualize
the philosophy of the 21
st
Century Curriculum that education for life and work.
