UNS — The Master Program in Science Education Faculty of Teacher Training and Education (FKIP) Universitas Sebelas Maret (UNS) Surakarta held a workshop on “Master Program in Science Education Curriculum Evaluation Workshop” on Tuesday-Wednesday (24-25/8/2021). Dr. Ida Kaniawati, M.Si., from Universitas Pendidikan Indonesia (UPI) Bandung was invited as a speaker in the workshop.
The workshop was opened on the first day Vice-Dean for Academic, Research, and Student Affairs FKIP UNS, Prof. Dr. Slamet Subiyantoro, M.Si., who explained that changes are key in people’s lives life. Institutions are the system that shapes human resources, including educational institutions and curriculum, a set of plans for learning outcomes prepared, analyzed studies, and assessment instruments. “But the most important component is us, as the party who will implement the curriculum,” Prof. Slamet explained.
Prof. Slamet highly appreciated the revision of curriculum 2016 and its revision into curriculum 2020, which needs suggestions and improvements. He considers curriculum as a vital component, but the user who will implement it is crucial. Users provide inputs processed through the curriculum to create quality outcomes. A well-prepared curriculum needs to be aligned with the resources and wishes.
The Head of Master Program in Science Education FKIP UNS, Dr. Sarwanto, S.Pd., M.Si., hoped that this workshop could provide suggestions for the curriculum in his program. He also explained that the curriculum is the basis for determining the program vision in 2019-2023 as a leading center for developing natural science and learning at the international level. The opening remark was followed by a material presentation from Dr. Ida Kaniawati, M.Si., on curriculum development, curriculum paradigm, and stages in curriculum preparation in higher education.
Dr. Ida also explained the Semester Learning Plan (RPS) to provide a general reference in preparing RPS that teachers of team teaching must develop. She added that the specific objective of RPS is to prevent teachers from deviating from the learning outcomes. RPS also has a corrective function for teachers to adjust the learning process gradually. Lastly, RPS has a constructive function in making teachers aware of the diverse learning innovation and preparing learning programs that align with the learning outcomes. Humas UNS
Reporter: Zalfaa Azalia Pursita
Editor: Dwi Hastuti
