OBJECTIVES
To create graduates of technical and vocational education with good abilities of:
- Synthesizing a variety of theories, concepts, and principles of quality management, human resource development, career development, information technology implementation, and curriculum development of technical and vocational education;
- Synthesizing various models, strategies, models, methods, techniques, and media of learning in technical and vocational education to improve the quality of learning, learning outcome, and optimizing the potentials of the students;
- Developing different theories, concepts, and principles of learning in technical and vocational education which are innovative and tested through reserach with good academic ethics;
- Analyzing and synthesizing issues within technical and vocational education and formulating solutions through interdisciplinary and multidisciplinary approaches;
- Showing responsibilitiies and solving problems within the society and the industy through academic validation or technical and vocational education analysis;
- Creating and managing research producing learning approaches, models, and methods in technical and vocational education which are innovative and tested;
- Publishing ideas and research results of technical and vocational education which give benefits to the societal needs through scientific journals and other types of publication based on the existing scientific principles and ethics.
PROFILE OF THE GRADUATES
| Profile of the Graduates | Description |
| Researchers | Researchers in technical and vocational education with an ability to publish their works in regional, national, and international levels. |
| Professional educators | Professional educators in technical and vocational education with good professionalism. |
LEARNING OUTCOME
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ATTITUDE |
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| S | Showing scientific, educational, and religious behaviors contributing to the enhancement of the society based on academic ethics and norms. |
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KNOWLEDGE |
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| P1 | Having good mastery of theories in technical and vocational education. |
| P2 | Having good mastery of theories and application of learning approaches, models, methods, and media in technical and vocational education. |
| P3 | Having good mastery of linkages between education and industry in the field of technical and vocational education. |
| P4 | Having good mastery of theoretical concepts and methods of quality assurance in technical and vocational education. |
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GENERAL SKILLS |
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| KU1 | Having the ability to integrate learning skills as well as to innovate, master information technology, develop career, and develops long life learning skills. |
| KU2 | Having the ability to develop and publish logical, critical, systematic, and creative thoughts through scientific research and design creation, and artworks through interdisciplinary and multidisciplinary approaches concerning with humanity values in accordance with their own fields of expertise. |
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SPECIAL SKILLS |
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| KK1 | Being able to solve problems in technical and vocational education by utilizing interdisciplinary and multidisciplinary approaches concerning such important factors as economy, health, public safety, and cultural, social, as well as environmental preservation. |
| KK2 | Being able to improve knowledge in technical and vocational education giving original and scientifically-proven contribution through research promoting interdisciplinary and multidisciplinary approaches. |
| KK3 | Being able to criticize and give feedbacks in terms of technical and vocational education to the current or future policy issues in a form of scientific worksheets. |
| KK4 | Developing science and technology through interdisciplinary and multidisciplinary research in the field of technical and vocational education. |
| KK5 | Developing science, technology, and arts, in the field of technical and vocational education as well as its professional practice through research in order to create innovative and scientifically-proven works. |
LEARNING PROCESSES
Learning processes employ hands-on experiences enabling students to actively and directly involve in the process of fun and safe learning. In the meantime, the approach used is a special interdisciplinary, multidisciplinary, integrated, and communicative, and value clarification approach based on problem solving within technical and vocational education. The results of this process are positive attitude and behaviors of future researchers and experts in technical and vocational as a part of learner community who are critical, creative, and long life learners. The learning is conducted in various ways enabling to have instructional effects and nurturant effects such and open-mindedness, cooperation, and respect. The variety of learning processes include lecture (expository), inquiry, discussion, exploration, observation, problem solving, question and answer, and group works. In addition, scientific writing activities are the core of the whole gradual and systematic teaching and learning.
Last but not least, the learning processes in the master’s degree of technical and vocational education study program focus on student-centered learning. All the processes also emphasize learning outcome relevant for the 21st century learning characteristics in the context of technical and vocational education. Students are also required to utilize current information and communication technology.
ASSESSMENT
The evaluation process in the master’ degree includes both process and result-oriented system. The system administers formative assessment aiming at acquiring information used for revising learning processes (program delivery) as well as summative assessment aiming at measuring the learning results (learning outcome). Learning effectiveness can be viewed by comparing entry level with exit level. The assessment results are then turned into the foundation for the graduate qualification mapping. This way, the study program is able to design assitance and guidance programs if necessary. Student who have not reached the study completion criteria should take tutorial and remedial programs in accordance with the developed standards. Operationally, the assessment consists of subject assessment, per semester performance assessment, prerequisite assessment, and final program assessment. These four assessment types are an integrated entity or program. In the meantime, the success of completion of students is assessed using the following formulation