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DEVELOPMENT OF MASTER PROGRAM (S2) IN INFORMATIC ENGINEERING EDUCATION AT STATE UNIVERSITY OF MALANG
Wahyu Sakti G. I. State University of Malang
Abstract With the issue of teacher certification and linearity of education, many graduates are confused in deciding a study program or department that is right for their choice, after they graduated S1. Likewise with the graduate of study program of S1 in Informatic Engineering Education. Until now there is no university in Indonesia which has a study program at Master of Education level (S2) in Informatic Engineering. Study program at the existing level of S2, is considered 'less relevant'. Answer to these problems, UM took the initiative to develop the study program of S2 in Informatic Engineering Education, which focus on the competence of the field of Information and educational at the same time. With the support of existing resources, implementating of S2 in Informatic Engineering Education conducted independently (by online system) or apply the B1 model alliance between the Graduate Program interfaith universities.
Preliminary State University of Malang (UM) since 2007, has had study program of S1 in Informatic Engineering Educationthat administered by theDepartment of Electrical Engineering. Beside study program of S1inInformation Engineering Education,Electrical Engineering Departmenthas 3 (three) otherstudy programs, namely: S1 inElectrical Engineering Education, D3 in Electronics Engineering, andD3 in Electrical Engineering. Of 4 (four) program which is owned, S1 in Informatic Engineering Educationis one of the competition ofthe high estentryin the university (about 1: 25-30). Each year, the Department of Electrical Engineering FT-UM (Faculty of Engineering State University of Malang)is only able to accommodate about 160 new students. Up to this time majors has graduated approximately 166 students. Approximately 50% of graduates workas teachers (educators), both at the elementary, middle, andupper. About 30% are workingin non-education sector, either as enterpreneurshipor workin businesses and industries, and about 20% of them continue their education to master's level (S2). With the issue of teacher certification and linearity of education, many graduat eseitherworking as an educatoras well as the directcontinuing studies to pursue master's level, a loss to determine what study program or department is right forthem select and wrestled. It is easy to understand, because it concerns theirf at eafter graduating with respect tosuch issues. As known, untilnow there is nouniversity inIndonesia which has study program in Informatic Engineering at the level of Master of Education (S2). Master's level educationis considered 'linear' that exist today are the Vocational Education (PKj) and Informatic Engineering (Computer). Both have clear direction and development of different educational objectives. UM currently only has a Master's Degree Programme (S2) in Vocational Education (PKj), while the Master Program(S2) are generally organized by the Informatic Engineering collegen on LPTK. In general, the Faculty of Technology and Vocational Education (FPTK) in the first IKIP era, has been transformed into the Faculty of Engineering (FT) in the era of the university. If viewed from the development of education, the Vocational Education (PKj) is more prominent than the Engineering Education. Organizers of S2 Program in Vocational Education (PKj) are relatively more, compared with S2 Program in Engineering Education, which did not exist in Indonesia. If S1 INTERNATIONAL SEMINAR Reformulating the Paradigm of Technical and Vocational Education
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graduate in Informatic Engineering Education (PTI) continuing educationon S2 Program in Vocational Education, then the question follows the pattern of developmentas an inverted pyramid. The consequence, areas of expertise/competencies are practiced to become less focused. This would bequite right, if it is associated with the development of the field of Informatic Engineering (Computer). Character fields of Informatic Engineering the most prominent is the very rapid technological development, making the knowledge and skills that graduates have quickly become obsolete. Therefore need a morefocused education model, which is more oriented to the field of expertise. On the other hand, if the S1 graduate in Informatic Engineering Education geared for education S2 Program in Informatic Engineering, it will be consequential: (a) The graduation competence in education would not have developed, and (b) Based on experience, generally those who graduated from the S2 Program in Informatic Engineering, many are turning to professionals outside the field of education, because the field of Informatic Engineering is still in great demand in other sectors. It means, that the preparation of educators (teachers), in the field of Informatic Engineering to be missing the target. Based on these arguments, Department of Electrical Engineering FT-UM initiative todevelop astudy program (S2) in Informatic Engineering Education. The development of educational model follows the pyramid pattern, which focuseson the competence of the field of Information and educationalat the same time. This is in line with the concept of scientific development linearity, ie, starting from the In formatic Engineering Education S1, S2 followed by Informatic Engineering Education, and end with the S3 in Informatic Engineering Education.
Figure 1. Education Levelsof ExistingModel (S1-PTI, S2-PKj, and S3-PKj) Figure 2. Education Levels of S1, S2, and S3 Model in IEE (PTI)
EducationFacilities and Infrastructure Classrooms Organizinglectures of S2 program in Informatic Engineering Education, will be donein theory and practice. Classroom theory can be used for learning activities of S2 program in Informatic Engineering Education, respectively located in H1, H2, H3 Building and the Faculty of Engineering Building (H5). Overall,the theory of space available for learning activities amounted to13 (thirteen). Each classroomis equipped with white boards, LCD projectors, and hot spots, which allowss tudents to access the internet from the lecture hall. Thirteenth classrooms thatare usedtogether (sharing) with the students of Diploma (D3 Electrical and Electronic Engineering), INTERNATIONAL SEMINAR Reformulating the Paradigm of Technical and Vocational Education
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Bachelor (S1 Informatic Engineering Education and S1 Electrical Engineering Edeucation), and Graduate Program(S2 and S3 Vocational Education).
Laboratory To study carried out in laboratory practice, each of which is located in H1 and H2 Graduate Program Bulding, H5 Building of FT-UM, and G4 Building Department of Electrical Engineering FT-UM. Provideda laboratory for practical learning activities, including laboratory: (a) Microteaching (2 pieces); (b) Computers (general); (c) Programming; (d) Data base and Information Systems; (e) Artificial Intelligence (AI); (f) Graphical and Digital Image Processing; (g) Data Communications and Networking; (h) Maintenance and Repair; and (i) Multimedia.
Library There are 3 (three) libraries that can be accessed by the students of S2 in Informatic Engineering Education, namely: (1) Central Library with a collection of about 46 988 titles of books, (2) Graduate Library with a collection of about 3,500-book's title, and Libraries Department of Electrical Engineering FT-UM with a collection of about 850-book's title. In addition, the Central Library, State University of Malang (UM) also formed a partnership with 24 other university libraries in Indonesia. This partnership, enabling students of S2 in Informatic Engineering Education accessing library materials at the university's 24 libraries.
Facilities of Information and Communications Technology (ICT) Some of the Information and Communications Technology (ICT) which is owned by the Department of Electrical Engineering, Faculty of Engineering, Graduate Program, and Center for Information and Communication Technology (PTIK) which can be used to support learning activities of S2 Program in Informatic Engineering Education, such as: server (21pieces), network devices (switches, firewalls, routers, hubs, and access point), teleconference equipment, and a wide range of licensed software. In addition, all units with in the UM has been connected through: LAN (Local Area Network), intranet, and internet. LAN and intranet networks, supported by afiber optic backbone, while the Internet network supported bandwidth of 114 MBps. Management of ICT devices, centrally managed by the Center for Information and Communication Technology (PTIK) UM.
Human Resources (HR) S2 in Informatic Engineering Education supported by 21 (twenty one) of lecturers, 8 (eight) of the laboratory assistants, and about 23 (twentythree) person of administrative staffs, who are scattered in the Graduate Program, Faculty of Engineering, and Department of Electrical Engineering FT-UM. Composition of lecturers, laboratory assistants, and administrative staffs whodeal with S2 in Informatic Engineering Education presented inTables 1, 2, and3.
Profile of Graduates Referring to the Computing Curricula 2005 (ACM and IEEE, 2006) and APTI-COM (2012), the scientific specialization in the field of informatics at the level of Bachelor (S1), grouped into five categories, namely: (1) Computer Engineering, (2) Computer Science, (3) Software Engineering, (4) Information System; and (5) Information Technology. Domain of each category, are presented in Figure 3.
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Table 1. Composition of Lecturers, Laboratory Assistants, and Administrative Staffs No. Areas of Expertise Professor Doktor Magister Number 1. General Education 1 3 - 4 2. Vocational Education 3 2 - 5 3. Informatic Engineering (Non Education) - 4 8 12 Total 4 9 8 21
Table 2. Comp. of Laboratory Assistant Tabel 3. Comp. of Administration Staff
Figure 3. Specialization in The Field of Informatics (Source: ACM and IEEE, 2006; and APTIKOM, 2012)
In concept, the development of S2 in Informatic Engineering Education is also a con- tinuation of similar S1studies program. If the curriculum of S1 in Informatic Engineering Education that administered by the Department of Electrical Engineering Faculty of Engineering State University of Malang (Faculty fo Engineering-UM, 2011) mapped in Figure 3, it will produce adis has shown in Table4.
No. Educational Attainment Jum- lah
No. Educational Attainment Jum- lah 1. SMA/SMK/equal 1 1. SMA/SMK/equal 9 2. Bachelor Degree/D3 3 2. Bachelor Degree/D3 2 3. Bachelor(S1) /D4 4 3. Bachelor(S1) /D4 10 4. Graduate(S2) - 4. Graduate(S2) 2 Total 8 Total 23 INTERNATIONAL SEMINAR Reformulating the Paradigm of Technical and Vocational Education
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Table 4. Profiles of S1 in Informatic Engineering Education, Dept. of EE, FT-UM
No. Occupation Weight(percentage -%) CE CS SE IT IS 1. Computer Hardware and Architecture 18.75 % 18.75 % 13.19 % 0 % 0 % 2. Systems Infrastructure 11.81 % 11.81 % 11.81% 9.03 % 9.03 % 3. Software Methods and Technologies 13.19 % 18.75 % 18.75 % 18.75 % 18.75 % 4. Application Technologies 0 % 9.03 % 9.03 % 9.03 % 9.03 % 5. Organizational Issues & Information Systems 0 % 4.17 % 4.17 % 4.17 % 4.17 % Total 43.75 % 62.50 % 56.95 % 40.97 % 40.97 %
Note: - CE : Computer Engineering - IT : Information Technology - CS : Computer Science - IS : Information System - SE : Software Engineering
Seen from Table 4, the profiles of S1 in Informatic Engineering Education that administered by the Department of Electrical Engineering FT-UM, will produce graduates who have core competencies in the areas of Computer Science(CS) and Software Engineering(SE), in addition to supporting competence in the field of Computer Engineering (CE), Information Technology (IT) and Information System (IS). It also has implications for the development of S2 Education Programin Computer Science, State University of Malang (UM).
Curriculum Load credits Master Program (S2) at the State University of Malang (UM), range from 36 up to 40 credits. Load credits are applied to the S2 Program in Informatic Engineering Education for 40 credits, which is distributed to: (1) General Course (MKU) = 4 credits (10%), (2) Basic Skills Course (MKDK) = 6 credits (10%), (3) Expertise Course (MKK) = 24 credits (60%), and (4) Thesis (part of MKK) = 6 credits (10%). Some subjects are presented in theory, and some others are presented in an integrated way, both theory and practice. Especially for the Expertise Course (MKK), 4 credits coursegiven the option (marked *). To prepare students to take part in education S2, given 8 credits of noncredit course through the Pre-S2, which must be taken by all applicants. Exposure to all subjects S2 in Informatic Engineering Education that must be taken, are presented in Table5. Of course of ferings in Table5, shows that the competency of S2 Program in Informatic Engineering Education is designed, is a blend of competence in education and informatic fields. In particular, courses such as: Web Development and Programming, Mobile Computing, E-Learning System Development, Computer Games, and Special Projects, is designed so that students can implement in the field of education through the end of each course assignment that they follow.
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Table 5. CourseOfferingsof Informatic Engineering Education (S2) No . Subjects Credits/h s Theor y Practic e Note General Courses (MKU) 1. Quantitative Research Methodology 2/2
Optional 14. Decision Support System and Intelligence Systems 2/2*
Optional 15. E-Learning System Development 2/4
Compulsory 16. Teaching-Learning Practice 2/4
Compulsory 17. Seminar 0/2
Compulsory 18. Thesis 6/6
Compulsory Expertise Courses (MKK) (Optional) 19. System Analisis and Design * 2/2
Optional 20. Computer Vision * 2/2
Optional 21. Human Computer Interaction * 2/2
Optional 22. Mobile Operating Systems * 2/2
Optional 23. Computer Games * 2/2
Optional 24. Special Projects * 2/4
Optional Pre-S2 25. English 0/4
Compulsory 26. Scientific Writing 0/2
Compulsory 27. Descriptive Statistics 0/2
Compulsory 28. Basic Programming 0/4
Compulsory
Learning Model and Implementation Learning strategies in Informatic Engineering Education (S2),conducted through a variety of ways, including: (a) Courses are conducted through regular face to face in the classroom (16 times in 1 (one) semester,both theoretical and practical lectures, (b) field experience program(PPL) in the INTERNATIONAL SEMINAR Reformulating the Paradigm of Technical and Vocational Education
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field of education, (c) Guidance and tutorial; (d) Guest Lecture (at least done one time in each semester, both in the field of education and Informatic Engineering), (e) in dependent study (special projects), (f) E-learning (web base learning, teleconference, and blended learning) (Arai, 2011; Negash, 2008), and (g) Seminar. Based on the status and capacity of existing resources, then the model of education of S2 in Informatic Engineering Education is done through: 1. Organized independently, theprogramis opened/started after obtain ingpermission from the Directorate General of High eroperational administration (Directorate General of Higher Education, 2012). 2. Applying the model B1, In ter faith Alliance of Graduate Program of Higher Education (Directorate General of Higher Education, 2009). Scheme is: university partner have the potential to organizespecific study program but do not have permission. College/university coaches providegui dance to higher education partners and getready to implement the permit (maximum within 1 year). Program carried out after college/university partners to obtain permission and remain guided by college/university coaches minimum 3 (three) years. Diplomas issued by higher education partners. General or specific requirementse stablished by the Directorate General of Higher Education for the implementation of this alliance patterns, can be met fully by the State University of Malang (UM). Conclusion Of exposure in advance, we can conclude the following: 1. Program of S2 in Informatic Engineering Education, is one alternative to address the issue of teacher certification and linearity of Graduate Education (S2) the field of Informatic Engineering Education. 2. Facilities and infrastructure owned by the Departmentof Electrical Engineering Faculty of Engineering and the UM Graduate Program, have been adequate for the convening of S2 in Informatic Engineering Education. 3. Composition of existing human resources, a dequate to support the development of S2 in Informatic Engineering Educationat State University of Malang (UM). 4. Program graduates profile of S2 in Informatic Engineering Education that developed has similarities with the profiles of S1 in Informatic Engineering Education, which has a core competence in the field of Computer Science (CS) and Software Engineering (SE), in addition to supporting competence in the field of Computer Engineering (CE), Information Technology (IT) and Information System (IS). 5. Competency of S2 in Informatic Engineering Education has a specific, ie, the application/implementation expertise field of study (Informatic Engineering) in the field of practical education. 6. Learning model of S2 in Informatic Engineering Education by applying the learning strategies that already existin the UM, among others, in the form: regular lectures (face to face), Field Experience Program (PPL), guidance and tutorials, guest lectures, and e-learning. 7. Implementation model of S2 in Informatic Engineering Education, can be done in two ways, namely: independent (by online system) or apply the B1 model alliance, between the Graduate Program interfaith universities. INTERNATIONAL SEMINAR Reformulating the Paradigm of Technical and Vocational Education
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April 2012). ACM and IEEE Computer Society. 2008. Computer Science Curriculum 2008: An Interim Revision of CS2001. (Online) (http://www.acm.org/education/curricula/ComputerScience2008.pdf), accessed 8 th April 2012. ACM and IEEE Computer Society. 2012. Computer Science Curricula 2013. (Online) (http://ai.stanford.edu/users/sahami/CS2013/strawman-draft/cs2013-strawman.pdf), accessed 8 th April 2012. APTIKOM. 2012. Panduan Penyusunan Kurikulum Rumpun Ilmu Informatika: Strategi Penerapan Konsep Multi Sourcing Learning melalui Implementasi Aplikasi e-Bursa secara Nasional dalam Rangka Peningkatan Kualitas SDM. (Online)( http://www.ittelkom. ac.id/staf/faz/acuan_utk_kurikulum/Paper-KurikulumInformatika-v2.pdf, accessed in 10 th
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