Faculty Postgraduate Academic Guidelines 2020-2021 (Dept of Statistics)

EDUCATIONAL GUIDELINES
MASTER’S PROGRAMS AND

DOCTORAL PROGRAMS
2020/2021 ACADEMIC YEAR
FACULTY OF MATHEMATICS AND NATURAL SCIENCES

BRAWIJAYA UNIVERSITY
Jl. Veteran Malang 65145, Indonesia
Tel./Fax 0341-554403
E-mail: mipa@ub.ac.id ● Web Site: www.mipa.ub.ac.id
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INTRODUCTION
Praise Allah, the Lord, for His blessings and guidance that enable the completion of the Educational Guidelines
for the Master’s Programs and Doctoral Programs at the Faculty of Mathematics and Natural Sciences of
Brawijaya University for the 2020/2021 Academic Year. These guidelines apply for students of the 2020/2021
cohort. As such, for every academic year, these guidelines are revised according to existing developments.
These Educational Guidelines for the Master’s Programs and Doctoral Programs are compiled to guide the
organization of education in the Master’s and Doctoral Programs at the Faculty of Mathematics and Natural
Sciences of Brawijaya University for the 2020/2021 Academic Year. These guidelines contain the provisions for
the organization of education and the curricula for each Master’s and Doctoral Program in the environment of
the Faculty of Mathematics and Natural Sciences of Brawijaya University.
The Study Programs that organize Master’s Programs and Doctoral Programs in the environment of the Faculty
of Mathematics and Natural Sciences of Brawijaya University are the (1) Study Program of Biology, (2) Study
Program of Chemistry, (3) Study Program of Physics, and (4) Study Program of Mathematics. Meanwhile, the
Study Program of Statistics at present currently organizes a Master’s Program and has not yet proposed the
organization of a Doctoral Program.
Finally, gratitude is due to the Composing Team for the Educational Guidelines for the Master’s Programs and
Doctoral Programs in the environment of the Faculty of Mathematics and Natural Sciences as well as all parties
involved in the composing of these guidelines. All suggestions that are helpful for the improvement of these
guidelines are very much expected and thereby appreciated.
Malang, 24 August 2020

Faculty of Mathematics and Natural Sciences
Brawijaya University
Dean,
Signed,
Prof. Drs. Adi Susilo, M.Si., Ph.D.

NIP. 196312271991031002
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TABLE OF CONTENTS
Page
INTRODUCTION ii
TABLE OF CONTENTS iii
CHAPTER I 1
FACULTY OF MATHEMATICS AND NATURAL SCIENCES AT A GLANCE
A. A Brief History of the Faculty of Mathematics and Natural Sciences 1
B. 2
C. Vision, Mission, and Objectives
D. Organizational Structure of the Faculty 2
E. Facilities and Infrastructure 8
F. REGULATIONS OF THE COMMUNITY OF THE FACULTY OF MATHEMATICS AND 8
NATURAL SCIENCES
CHAPTER II 11
GENERAL STIPULATIONS FOR THE ORGANIZATION OF EDUCATION IN THE MASTER’S AND
DOCTORAL PROGRAMS IN THE ENVIRONMENT OF THE FACULTY OF MATHEMATICS AND NATURAL
SCIENCES
A. Learning Competence 11
B. Curriculum 12
C. Semester Credits 12
D. Student Academic Ability Evaluation 13
E. Qualifications of Lecturers for Master’s and Doctoral Programs 14
F. Matriculation Program 15
G. Double (Dual) Degree Programs 15
H. Program from Master’s to Doctoral Education for Leading Graduates (PMDSU) 15
I. Accelerated Program from Undergraduate Level to Master’s Level (Fast Track) 15
J. Accelerated Program for Leading Doctors (PPDU) 15
K. Stipulations of Plagiarism Detection 16
CHAPTER III 17
GUIDELINES FOR THE APPLICATION OF OUTCOME-BASED EDUCATION (OBE)
A. Introduction 17
B. The Concept of Outcome-Based Education (OBE) 18
C. The Curriculum of Outcome-Based Education (OBE) 19
D. Characteristics and Planning of the Learning Process for Outcome-Based Education 21
(OBE)
E. Execution of Learning by Outcome-Based Education (OBE) 22
F. Assessment of Outcome-Based Education (OBE) 23
G. Portfolio Document for Outcome-Based Education (OBE) 25
H. Learning Innovation in Outcome-Based Education (OBE) 25
I. Quality Assurance for Outcome-Based Education (OBE) 26
CHAPTER IV 30
GUIDELINES FOR ONLINE LEARNING
A. Introduction 30
B. Learning Mechanism 30
C. Duration and Semester Lesson Plans (RPS) 30
D. Ethics of Online Learning 31
E. Facilities of Online Learning 32
F. Execution of Online Seminars and Examinations 32
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CHAPTER V 33
EXECUTION OF EDUCATION IN MASTER’S PROGRAMS
A. Academic Requirements of Candidate Students 33
B. Learning Competences 33
C. Curriculum 34
D. Master’s Program Thesis 35
E. Administration for the Completion of Thesis Activities 38
F. Evaluation of Study Success 38
G. Judicium and Passing Categories 39
CHAPTER VI 40
EXECUTION OF EDUCATION IN DOCTORAL PROGRAMS
A. Academic Requirements of Candidate Students 40
B. Learning Competences 40
C. Curriculum 41
D. Execution of the Qualification Examination 43
E. Dissertation Supervising Team 44
F. Dissertation Proposal Examination 45
G. Dissertation Research Execution 46
H. Scientific Publication in an International Seminar 46
I. Scientific Publication in an International Journal 47
J. Dissertation Research Results Seminar 47
K. Dissertation Content Appropriateness Examination 47
L. Dissertation Final Examination 48
M. Final Grade of the Dissertation 49
N. Evaluation of Study Success 50
O. Judicium and Passing Categories 51
CHAPTER VII 52
EDUCATION ADMINISTRATION
A. New Student Enrollment System 52
B. Student Re-Registration 53
C. Requirements for Living In 54
D. Study Planning for Students 54
E. Execution of Courses and Examinations 54
F. Administration of Final Course Grades 55
G. Leave of Absence from Studies 55
H. Student Transfers 56
I. Academic Sanctions 56
CHAPTER VIII 58
MASTER’S STUDY PROGRAM OF BIOLOGY
CHAPTER IX 94
MASTER’S STUDY PROGRAM OF CHEMISTRY
CHAPTER X 158
MASTER’S STUDY PROGRAM OF PHYSICS
CHAPTER XI 176
MASTER’S STUDY PROGRAM OF MATHEMATICS
CHAPTER XII 211

MASTER’S STUDY PROGRAM OF STATISTICS
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CHAPTER XIII 229
DOCTORAL STUDY PROGRAM OF BIOLOGY
CHAPTER XIV 239

DOCTORAL STUDY PROGRAM OF CHEMISTRY
CHAPTER XV 248
DOCTORAL STUDY PROGRAM OF PHYSICS
CHAPTER XVI 256

DOCTORAL STUDY PROGRAM OF MATHEMATICS
LIST OF NAMES 268

AND E-MAIL ADDRESSES OF LECTURERS
AND EDUCATIONAL STAFF OF THE
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ACADEMIC CALENDAR
BRAWIJAYA UNIVERSITY
2020/2021 Academic Year
I ODD SEMESTER DATE
1 New Student Re-Registration:
a. SNMPTN 12 – 30 May 2020
b. SBMPTN 2 – 11 September 2020
c. UB Independent Selection 7 - 18 September 2020
d. UB Independent Selection for the Vocational Education Program 12 - 18 September 2020
e. Graduate Program No later than 28 August 2020
2 2020 Student Orientation (online) for new students 19 – 20 September 2020
3 Administrative Re-Registration (online payment of Tuition) for old students 10 - 27 August 2020
4 Academic Re-Registration (Course Selection) for old students 17 - 28 August 2020
5 Deadline for adding and dropping courses Date depends on the Faculty
6 Odd Semester course term + Midterm Examinations + Final Examinations 21 September – 23 December 2020
(no set schedule for exams)
7 Reconciliation of Student Data 28 September - 17 October 2020
8 DIKTI Database Reporting, Reporting Semester of 2019.2 and 2020.1 (new As scheduled by DIKTI
students)
9 Deadline for announcement of exam results and Report Card entry 12 January 2021
10 Process of student learning evaluation 13 January 2021
11 Deadline for Judicium* 14 January 2021
12 Deadline for the results of the process of student learning evaluation 15 January 2021
13 End of the Odd Semester 15 January 2021
II EVEN SEMESTER DATE
1 Administrative Re-Registration (online payment of Tuition) 25 January - 4 February 2021
2 Academic Re-Registration (Course Selection) 25 January - 5 February 2021
3 Deadline for adding and dropping courses Date depends on the Faculty
4 Even Semester course term 15 February – 29 May 2021
5 Reconciliation of Student Data 8 - 27 March 2021
6 DIKTI Database Reporting, Reporting Semester of 2020.1 and 2020.2 (new
graduate students) As scheduled by DIKTI
7 Midterm Examinations 5 - 10 April 2021

8 Even Semester Final Examinations 7 - 12 June 2021
9 Deadline for announcement of exam results and Report Card entry 17 June 2021
10 Organization of the Short Semester 21 June – 17 July 2021
11 Deadline for announcement of exam results and Short Semester Report 22 July 2021
Card entry
12 Process of student learning evaluation 29 July 2021
13 Deadline for Judicium* 28 July 2021
14 Deadline for the results of the process of student learning evaluation 30 July 2021
15 End of the Even Semester 30 July 2021
III UNIVERSITY EVENTS DATE
1. Ceremony of the 58th Anniversary of UB (Lecture Speech) 5 January 2021
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CHAPTER I
FACULTY OF MATHEMATICS AND NATURAL SCIENCES AT A GLANCE
A. A Brief History of the Faculty of Mathematics and Natural Sciences

The Faculty of Mathematics and Natural Sciences (Indonesian: Fakultas MIPA, FMIPA) of Brawijaya University in
the beginning was a Technical Execution Unit (UPT) in the scope of Brawijaya University (UB). Preparations for
the establishment of the Faculty had been conducted since 1981 with the joining of fundamental laboratories in
the UB environment into a Central Laboratory that functions as the laboratory that supports instructional
organization and practicum of basic knowledge for faculties of exact sciences. After the facilities and
infrastructure were considered sufficient for the needs of Undergraduate (Sarjana) education, in 1987 the
Program of Mathematics and Natural Sciences was opened, comprised of the four study programs as the
Undergraduate Study Programs of Biology, Chemistry, Physics, and Mathematics. As an effort to supplement the
facilities and infrastructure, various forms of cooperation with international parties were instituted, among
others with NUFFIC (Netherlands), IDP (Australia), and GTZ-Germany, which have the objective to improve
lecturer competence, number of laboratory equipment, curriculum design, and organization of higher education.
In its development, the Program gained special attention from the Government through the Department of
Education and Culture, regarding the improvements in facilities and infrastructure as well as improvements in
quantity and quality of the lecturer staff. In accordance with the developments achieved by the Program and
supported by the demands of Program graduates in the fields of development and industry, since 21 October
1993, by Minister of Education and Culture of the Republic of Indonesia Decree Number 0371/0/1993, the status
of the Program was raised to Faculty, composed of four departments as the Department of Biology, Department
of Chemistry, Department of Physics, and Department of Mathematics.
With rapid developments in technology and industry that demands the availability of skilled personnel in the
fields of computers and analysis, based on the sufficient internal capacity in terms of the facilities and human
resources possessed by the Faculty, in 1995 the Diploma III Program of Informatics Management and Computer
Engineering (MITEK) was opened, and in 1997 the Diploma III Program of Chemical Analyst was opened. Next,
more educational programs were added: in 1998, the Study Program of Statistics was opened, and in 2002, the
Study Program of Computer Science was opened, both of which were placed under the Department of
Mathematics. In order to fulfill the demands of the Government as well as the people in the aspects of mitigation
of and response to disasters, with a Decree of the UB Rector, in 2011 the Department of Physics opened two
study programs, the Study Program of Geophysics and the Study Program of Instrumentation.
With the ever-increasing number of lecturers with a doctoral degree, and in order to develop the capacity of the
institution, the Faculty opened a Graduate Program starting in 1997 with the opening of the Master’s Program
of Reproductive Biology. This was followed in 2007 with the opening of the Master’s Program of Chemistry, in
2009 with the Master’s Program of Physics, in 2010 with the Master’s Program of Mathematics, and in 2011 with
the Master’s Program of Statistics. Next, in 2011, the Doctoral Program of Biology was opened, and in 2016,
three doctoral programs were simultaneously opened, as the Doctoral Programs of Chemistry, Physics, and
Mathematics.
In line with regulatory changes for higher education institutions with the formation of a vocational program,
from 2008-2010, the Faculty phased out the Diploma programs, including Diploma III MITEK and Diploma III
Analytical Chemistry. As well, with the institutional changes through a UB Rector Policy in 2012, the Study
Program of Computer Science was merged into a Program of Information Technology and Computer Science,
and was separated from the Faculty. Therefore, up to the year 2013 the Faculty possessed 4 Departments and
16 Study Programs, consisting of Undergraduate Programs (7 Study Programs) and Graduate Programs (5
Master’s Study Programs and 4 Doctoral Study Programs). Based on Minister of Research, Technology, and
Higher Education of the Republic of Indonesia Regulation Number 4 of Year 2016 on the Organization and
Methodology of Brawijaya University and Brawijaya University Rector Regulation Number 20 of Year 2016 on
the Organizational Structure and Methodology, and the reply from the Ministry of Research, Technology, and
Higher Education of the Republic of Indonesia Number 4086/C.C4/KL/2017, the Department of Statistics was
formed, and thus in 2018 the Faculty possessed 5 Departments and 16 Study Programs. With Minister of
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Education and Culture Decree Number 70/M/2020 on the date of 23 January 2020 on the permission to open
the Study Program of Actuary Science as an Undergraduate Program, the Faculty possesses 5 Departments and
17 Study Programs. This is also denoted in the revised Organizational Structure and Methodology in Brawijaya
University Rector Regulation Number 25 of Year 2020.
To ensure quality in the fields of the Three Pillars of Higher Education and its institutional management, the
Faculty implements a system of quality assurance both internally and externally. The system is implemented by
the formation of quality assurance agencies at the Faculty and Department levels in the form of a Quality
Assurance Task Force for the Faculty and a Quality Assurance Unit for Departments. The success of Brawijaya
University in obtaining the ISO 9001:2008 certificate in 2012 is inescapable from the role of the Faculty in
participating in the ISO 9001:2008 audit in order to obtain the ISO certificate. The Faculty in 2017 and 2018
received the Brawijaya University Annual Quality Award (UBAQA) as the number one-ranked faculty in the
university. In addition, to ensure the quality of its graduates, the Faculty has accredited its study programs
through the National Accreditation Agency for Higher Education (BAN-PT) with grades from good to very good
(Table 1.1).
Table 1.1 Accreditation of Study Programs of the Master’s Programs and Doctoral Programs based on BAN-PT in
the Environment of the Faculty of Mathematics and Natural Sciences of UB (Data per July 2020)
No Study Program Master’s Program Doctoral Program
1 Biology A A
2 Chemistry A B
3 Physics A B
4 Mathematics A B
5 Statistics B -
B. Vision, Mission, and Objectives

The vision, mission, and objectives of the Faculty of Mathematics and Natural Sciences are formulated and
composed with consideration of the vision, mission, and objectives of UB, and are specific to working scope,
responsibility, and role of the Faculty as a part of UB. The formulation comprises ideas for the achievement of
long-term goals and constitutes the ideal conditions that are desired to be achieved. The vision, mission, and
objectives are then utilized as references for development in the units of the Faculty.
Vision
To become an example institution in organizing education of the sciences and mathematics with
international standards and supporting applied sciences to improve the prosperity of humanity.
Mission
1) To create good quality graduates of the fields of sciences and mathematics.
2) To play an active role in contributing to and developing science and technology.
3) To increase appreciation of the people toward the sciences and mathematics.
4) To support the development of applied sciences in the environment of Brawijaya University.
Objectives
1) To organize a professional learning and instruction process.
2) To conduct good quality research.
3) To disseminate research results to the people.
4) To play a role in the process of scientific development based on basic sciences at the national and
international levels.
Motto: Service with Smiles, Activeness, Innovation, Comfort, and Courtesy
C. Organizational Structure of the Faculty
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The organizational structure of the Faculty of Mathematics and Natural Sciences at present follows Government
of the Republic of Indonesia Regulation Number 60 of Year 1999, while the organization and methodology are
expressed in detail in Brawijaya University Rector Decree Number 074/SK/2006 on the Organization and
Methodology of Brawijaya University. With the creation of Minister of Research, Technology, and Higher
Education of the Republic of Indonesia Regulation Number 4 of Year 2016, this was re-expressed in Brawijaya
University Rector Regulation Number 20 of Year 2016, and then further amended by the Rector as Rector
Regulation Number 25 of Year 2020 on the Organizational Structure and Methodology of Brawijaya University.
The basic organizational structure of the faculty consists of the Faculty Leaders (Dean and Vice-Dean), Faculty
Senate, Departments, Study Programs, Laboratories, and Administration. In the effort to improve the quality of
organization of academic activities and other aspects, the Agency of Research and Community Service
(previously named the Center for Research and Community Service) to encourage the conducting of research
activities and their utilization by the people. A technical execution unit for workshops was developed in order to
provide operational support in the maintenance of all equipment present in the entire Faculty. As the
management further improved, in 2007, a Quality Assurance Task Force was formed at the Faculty level and a
Quality Assurance Unit was formed at the Department level.
The present organizational structure of the Faculty is displayed in Figure 1.1. Even so, this structure will be
dynamically adjusted according to developments and applicable regulations.
Figure 1.1 Organizational Structure of the Faculty of Mathematics and Natural Sciences
1) Dean and Vice-Dean

The Dean of the Faculty of Mathematics and Natural Sciences is the leader and primary manager of the
Faculty. The Dean has the task of coordinating the organization of education, research, and community
service, and conduct development of students, lecturers, and education staff of the Faculty. In performing
duties, the Dean is aided by three Vice-Deans. In leading the execution of education (instruction, research,
and community service), the Dean is aided by the Vice-Dean of Academic Affairs, who also acts as the
representative of the dean and duty officer if the dean is otherwise unable. For the execution of activities
of general administration, the Dean is aided by the Vice-Dean of General and Financial Affairs, and in
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leading the execution of activities of education that are co-curricular in nature and in developing alumni
relationships, the Dean is aided by the Vice-Dean of Student Affairs. The Dean and the Vice-Deans of the
Faculty are appointed and terminated by the Rector of UB by consideration of the Faculty Senate. The
length of the terms of the Dean and the Vice-Deans is four years, and they may be reappointed with the
stipulation that it may not be for more than two consecutive term periods.
2) Faculty Senate
The Faculty Senate is the highest normative agency in the Faculty of Mathematics and Natural Sciences.
The members of the Faculty Senate are comprised of permanent lecturers with the position of full
professors, faculty leaders, chief of the departments, and several representative lecturers. Based on
Brawijaya University Regulation Number 1 of Year 2018, it is stated that the leader and secretary of the
Faculty Senate are elected by the members of the Faculty Senate from the body of full professors and the
body of Vice-Deans. In conducting its duties, the Faculty Senate may form teams whose members consist
of members of the Senate. The methodology of making decisions in senate meetings is regulated in the
regulations of senate meetings. The Faculty Senate is appointed and terminated by the Rector by
suggestion of the Senate Leader. The Faculty Senate has the following primary tasks:
a) To formulate quality standards for education, academic policies, and development of the Faculty;
b) To formulate policies of evaluating the academic achievements, abilities, and personalities of the
community of scholars (civitas academica) of the Faculty;
c) To formulate norms, ethics, and benchmarks for the Faculty;
d) To evaluate the accountability and execution of policies that have been established by the Dean;
e) To provide considerations of lecturers who are named to be promoted to higher academic
functional positions;
f) To suggest the provision of honorary doctoral titles for people who have fulfilled the requirements
according to applicable regulations or stipulations;
g) To provide considerations and approval of the draft budget and expenditures of the faculty that is
proposed by the Dean;
h) To elect and provide considerations of a lecturer who is suggested to be given additional tasks as
the Dean; and
i) To provide considerations of lecturers who are appointed as Vice-Deans, chiefs of departments or
sections, and secretaries of departments or sections.
j) The methodology of considerations of the faculty senate regarding the appointment and
termination of the Dean, Vice-Deans, and chiefs and secretaries of departments or sections, as well
as suggestions for promotions of academic functional positions, is regulated in decisions of the
university senate.
3) Department
A Department is an academic execution unit that conducts academic education in the undergraduate
program and graduate program, occupational education, and professional (vocational) education. At
present, there are five Departments in the Faculty of Mathematics and Natural Sciences, which are the:
a) Department of Biology
b) Department of Chemistry
c) Department of Physics
d) Department of Mathematics
e) Department of Statistics
A Department is led by a chief and accompanied by a secretary who are appointed and terminated by the
Rector by suggestion of the Dean, and are directly responsible to the Dean. The Chief of a Department
coordinates all related study programs to ensure the quality standard of education. The Department in the
execution of its tasks forms workshops, laboratories, academic study programs, occupational and
professional (vocational) studies, and other forms that are considered necessary to organize education by
the faculty. The methodology for the formation of workshops, laboratories, regular and extended study
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programs, and other forms that are considered necessary is regulated through a Rector Decree. In the
execution of tasks, the Chief of a Department is aided by the Secretary of a Department. In addition to
possessing the task of coordinating chiefs of laboratories, the Chief of a Department also possesses the
responsibility of conducting monitoring and direct evaluation of the performance of lecturers in the
department.
4) Study Programs
A Study Program is the organizing unit of a higher education program based on a curriculum. Study
Programs may represent Diploma, Undergraduate, Master’s, Doctoral, and Vocational Programs. A Study
Program may be organized or established at Faculties or Departments that fulfill the requirements.
Master’s and Doctoral Programs that are inter-departmental in nature may be organized under a Faculty
that possesses or utilizes the most resources and/or be under the responsibility of a graduate program as
the special organizing unit.
At present, the following are the kinds of the study programs present in the environment of the Faculty of
Mathematics and Natural Sciences and the Departments that organize them:
a) Department of Biology
Study Program of Biology
1) Undergraduate Program
2) Master’s Program
3) Doctoral Program
b) Department of Chemistry
Study Program of Chemistry
3) Doctoral Program
c) Department of Physics
Study Program of Physics
3) Doctoral Program
Study Program of Geophysical Engineering
Study Program of Instrumentation
d) Department of Mathematics
Study Program of Mathematics
3) Doctoral Program
Study Program of Actuary Science
1)Undergraduate Program
e) Department of Statistics
Study Program of Statistics
5) Laboratories
Laboratories are containers for the community of scholars to develop knowledge through research and
conducting learning practices. Laboratories are led by laboratory chiefs who are appointed according to
the competence in the field of discipline and ability to develop knowledge. The task of a laboratory chief is
to conduct management of a laboratory or studio, establish coordination, and lead the development of
knowledge in certain fields through research activities. The members of laboratories are composed of
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groups of lecturers. In one laboratory, more than one lecturer group may be formed. Laboratories are
supported by the academic support staff, which is composed of researchers, engineers, technicians, and
administration staff.
Laboratories are important facilities in the learning and instruction process to support training and enrich
coursework as well as needs of research. Based on Brawijaya University Rector Regulation Number 25 of
Year 2020 on the Organizational Structure and Methodology, at present the Faculty possesses 43
laboratories with sufficient equipment that are distributed among the 5 existing Departments. The names
of the laboratories are listed in Table 1.2.
Table 1.2 Laboratories in the Environment of the Faculty of Mathematics and Natural Sciences
DEPARTMENT L A B O R A T O R I E S
• Basic Biology • Microbiology

• Ecology and Animal Diversity • Physiology, Structure, and
• Taxonomy, Structure, and Development of Animals
BIOLOGY
Development of Plants • Cellular and Molecular Biology
• Plant Physiology, Tissue Culture, • Biocomputation and Bioinformatics
and Microengineering
• Basic Chemistry • Physical Chemistry
• Organic Chemistry • Biochemistry
• Inorganic Chemistry • Analytical Chemistry
CHEMISTRY
• Material Chemistry • Chemistry of Natural Materials
• Computational Chemistry • Analysis and Measurement
• Environmental Chemistry
• Basic Physics • Sensor Research
• Advanced Physics • Measurement Circuit and System
• Biophysics Research
• Material Physics • Air Quality and Astro Imaging
PHYSICS
• Instrumentation and Measurement Research
• Geophysics • Advanced Materials and Plasma
• Computational Physics Research
• Simulation and Modeling Research
• Basic Mathematics • Industry and Finance Mathematics
• Computer • Actuary Science
MATHEMATICS
• Analysis • Applied Analysis and Computation
• Algebra Science
• Basic Statistics • Biostatistics
• Simulation and Computation • Computer and Data Science
STATISTICS
Statistics
• Economy and Social Statistics
6) Expert Groups
Expert Groups and Scientific Study Centers are facilities that allow the conducting of analysis and
development of current knowledge that are composed of groups of people who possess related
disciplinary backgrounds or people who possess expertise in various fields of discipline to conduct certain
research activities in or on a certain field of discipline or topic. Expert Groups and Scientific Study Centers
are the frontline of the Faculty for the development of knowledge and its application to result in products
in the form of scientific works that are to be presented on scientific meetings at the national and
international levels as well as published in national and international scientific journals. In addition, the
outputs of research are in the form of patents or goods with commercial value. Some of the research
groups of the Faculty, for which the members involve Faculties present in the environment of Brawijaya
University or other universities, both domestic and international, include the research groups of Advanced
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System and Material Technology (ASMAT), Smart Molecule and Natural Genetic Resource (SMONAGENES),
Central of Low Cost and Automated Method and Instrumentation Analysis (LCAMIA), Biodetvaksin,
BioMatematika, BRAVO GRC, Institut Atsiri, and Kajian Statistika.
7) Administration
The administrative executory element of the Faculty is led by the Chief of the Administrative Division (KTU)
who in the operations coordinates several chiefs of sub-divisions, covering the Chief of the Academic Sub-
Division, Chief of the General Affairs and Finance Sub-Division, Chief of the General Affairs and Equipment
Sub-Division, and Chief of the Student Affairs and Alumni Sub-Division. In addition, the KTU also has the
task of coordinating administration staff and other employees present in each department or study
program. Archival and conception of important documents such as Decrees, control of the Financial
Accountability Document, and administration circulation paths, both incoming and outgoing from and to
each faculty leader, is conducted by and under the responsibility of the KTU.
8) Quality Assurance Task Force and Quality Assurance Unit (GJM and UJM)
The monitoring and quality control unit system at the faculty level is implemented by the Quality Assurance
Task Force (GJM) and at each department by the Quality Assurance Unit (UJM). The GJM has the task of
composing quality documents covering academic standards, academic policies, and procedural manuals.
At present, the GJM of the Faculty has completed over 100 quality documents, while the UJM composes
procedural manuals and working instructions in units in departments. In the execution of their activities,
the GJM and UJM coordinates with the Center for Quality Assurance (PJM) and utilizes the quality
standards that are established at the university level as a reference for the development of quality
standards at the faculty and department levels.
9) Agency of Research and Community Service (BPPM)

The monitoring and quality control unit for Research and Community Service is coordinated by the Agency
of Research and Community Service (BPPM), which was previously named the Center for Research and
Community Service (P3M). The primary tasks of the BPPM cover (1) conducting selection and monitoring
for the execution of research that is funded by DIPA funds, (2) establishing cooperation for research and
community service with other institutions and private parties, and (3) analyzing and encouraging the
creation of a roadmap for research and community service conducted at the Faculty. In the execution of
activities, the BPPM always coordinates and cooperates with the Vice-Dean of Academic Affairs and Field
of Study/Interest Groups or Research Groups (peer groups) that belong to each department. According to
Brawijaya University Rector Regulation Number 20 of Year 2016 that is then amended by the Rector
through Rector Regulation Number 25 of Year 2020 on the Organizational Structure and Methodology, the
BPPM is responsible to the Dean.
10) Information and Public Relations System Management (PSIK)

The PSIK has the task of conducting management of information and public relations. Through the web site
mipa.ub.ac.id, agenda and activities conducted at the Faculty may be informed to the public. In addition
to information of agenda and activities, scheduling of course activities is managed by the PSIK.
11) Agency of Journal Publication (BPJ)

The BPJ has the task of publishing scientific journals. Through the web sites natural.ub.ac.id, jtrolis.ub.ac.id,
biotropika.ub.ac.id, and jpacr.ub.ac.id, the results of studies by students and lecturers may be accessed by
the greater public.
12) Ethics Team

The ethics team of the faculty is the team that assists the Dean in enforcing the code of ethics. The ethics
team has the task of following up on reports of suspected violations of the code of ethics by lecturers,
education staff, and students; organizing hearings for suspected violations of the code of ethics; and
providing recommendations to the Dean for violations of the code of ethics.
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D. Facilities and Infrastructure
1) Buildings
The Faculty possesses 8 buildings composed of one local building for courses of all departments and faculty
administration, two local buildings for the Department of Chemistry, one local building for the Department
of Mathematics, one local building for the Department of Physics, and one local building for the
Department of Biology. Supporting facilities to conduct education in the classrooms quite vary from one
local classroom to another. Minimum supporting facilities such as a whiteboard are guaranteed to be
available in each classroom. Modern supporting facilities for the multimedia-based instruction process with
the aid of information technology have increased over time. All classrooms owned by the study program
or department have possessed facilities of LCD Digital Overhead Projectors with computers and Internet
connectivity.
To support a conducive environment for education, the rooms of the study program have been
supplemented with modern furniture. Activities of administration and courses in all study programs are
conducted in buildings belonging to the Faculty. All classrooms are supplemented with tables, chairs,
archive cabinets, clocks, computers, LCD projectors, and air conditioning. In addition to tables, chairs, and
a white board, the classrooms are supplemented with Overhead Projectors that may be utilized at any time.
2) Reading Room
The Reading Room of the Faculty is located on the second floor, managed by 2 academic staff members
and supplemented with Internet search facilities. At present, it is possible for people to browse through
the book collections of the Central Library and the Faculty Reading Room through the Internet. The total
number of books in the collection of the Faculty Reading Room is more than 8000 books, comprising books
for the 5 existing departments.
3) Faculty Information System

The Faculty Information System began to be developed in 2000. This development was aided by students
of the Information Technology (IT) concentration, particularly from the Departments of Physics and
Mathematics, to realize functioning Internet and intranet networks of the Faculty. At present, the
information system that has been developed in the field of academics include those for course selections
(KRS) and online registration. With this system, students can make their own course selection inputs by
computers in each department that are connected to the faculty intranet network, and then obtain
printouts at each department. The data inputs are handled by a single integrated server present in the
faculty, and thus all of the information are accessible from the faculty. The information system will be
further developed to cover student evaluations and statistics, which will later allow students to check on
their status at anytime and anywhere, in relation to the annual study evaluation.
E. REGULATIONS OF THE COMMUNITY OF THE FACULTY OF MATHEMATICS AND NATURAL SCIENCES

1) General Stipulations
What is referred to by the community of the Faculty of Mathematics and Natural Sciences in these
regulations are the community of scholars (civitas academica) of the Faculty, composed of:
a) Lecturers, both permanent and non-permanent.
b) Administration staff, as technical staff and general administration staff, both civil servants and
contract employees.
c) Students, as students of the Faculty of Mathematics and Natural Sciences.
2) Rights and Obligations

Rights and Obligations of academic and administrative staff are regulated as denoted in in the University
guidebook.
a) Student Rights
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1) To obtain education and instruction according to the study programs they belong to.
2) To participate in all student activities that are organized and approved by the Faculty and the
University.
3) To obtain access to and utilize all available facilities according to applicable methods and
conditions.
4) To deliver suggestions and opinions constructively according to applicable regulations while
keeping in mind norms of decency and politeness as well as according to the personality and
philosophy of the Indonesian nation.
b) Student Obligations
1) Together with other members of the community, to develop the way of life as an academic
community that is cultured, abides by the morals of the Pancasila, and embodies the personality
of Indonesia.
2) To strengthen and maintain a sense of peer relations among fellow members of the community
of the Brawijaya University Campus.
3) To aid and participate actively in the organization of each curricular, co-curricular, and extra-
curricular program.
4) To preserve the integrity as future graduates and to be obedient and loyal toward all applicable
regulations at the Faculty of Mathematics and Natural Sciences as well as Brawijaya University.
5) To be chivalrous, polite, and fully responsible toward fellow members of the community of
Brawijaya University and the greater public.
3) Code of Conduct for Association and Responsibility

a) The code of conduct of association in the environment of the Brawijaya University Campus is based
on the principles of kinship and the upholding of harmony and balance according to the philosophy
of the Pancasila.
b) The community of the Faculty of Mathematics and Natural Sciences possesses the responsibility to
maintain the good name of the alma mater and to realize that higher education must truly be a
scientific community that will continue to develop according to developments in science, and thus
a conducive environment for the broad organization of the learning and instruction process
becomes a shared responsibility.
4) Violations and Sanctions

a) Violations of the Regulations may be in the form of:
1) Behaving and acting in ways that can undermine and ruin the good name of the alma mater or
the community of Brawijaya University.
2) Undermining the authority of officials of the University or Faculty in executing their tasks and
positions.
3) Acting in abuse and excess of the provided authority.
4) Acting arbitrarily and unfairly toward other people.
5) Disclosing secrets of positions and/or state secrets.
6) Collecting illegal charges in any form in the execution of tasks, for personal interests or those of
a group.
7) Opposing and rejecting tasks from those in charge.
8) Obstructing or impeding the organization of academic and non-academic activities that have
been established by the university or faculty.
9) Interfering with affairs of education administration, and other affairs without legal authority
from the university or faculty.
10) Committing pollution or damage, cheating, and forgery of legal letters or documents.
11) Committing acts of indecency in attitude, speech, writing, or pictures.
12) Abusing the name, symbol, and mark of Brawijaya University.
13) Illegally making use of rooms, buildings, or other facilities belonging to Brawijaya University
without permission.
14) Extorting, gambling, or bringing and abusing illegal drugs in the Brawijaya University campus.
15) Distributing writings and views that are forbidden by the government.
9
16) Confronting and provoking others in the community of scholars of Brawijaya University.
17) Other actions that are forbidden by applicable rules and (legal) regulations.
b) Sanctions
Members of the community of Brawijaya University who commit violations may be given sanctions. The
sanctions may be in the form of:
1) Warnings.
2) Compensation for or due to the resulting damage and/or payment of fines.
3) Suspensions.
4) Prohibitions to participate in academic activities, in whole or in part, within a certain period or for
life.
5) Revocation of rights or removal from the community of Brawijaya University.
5) Committee of Infraction Deliberations (PANTIB)

a) Members of the community of Brawijaya University who commit violations will be processed by a
Committee of Infraction Deliberations (PANTIB) that is formed by a Decree of the Rector.
b) Members of the PANTIB are composed of academic staff who are appointed by the Rector by
suggestion of the Deans of Faculties, for a term of 2 years.
c) The PANTIB delivers the results of investigating infractions to the Rector, and the final decision is
made by the Rector.
6) Additional Stipulations
Members of the community of Brawijaya University who commit violations are given the right to defend
themselves in front of the Rector, whether in speaking or writing, before the Rector gives the final decision.
10
CHAPTER II
GENERAL STIPULATIONS FOR THE ORGANIZATION OF EDUCATION IN THE
MASTER’S AND DOCTORAL PROGRAMS IN THE ENVIRONMENT OF THE
In order for higher education to be more able in fulfilling the demands of development, it is necessary to
provide educational programs that are varied and flexible. Brawijaya University, as a higher education institution,
always considers the following seven factors in the organization of education:
1) Students as learners, who naturally possess individual differences whether in talents, interests, or
academic skills.
2) The ever increasing demands of the people for the need for expert workers.
3) The rapid development of science and technology.
4) Educational facilities such as sufficient classrooms, libraries, and laboratories.
5) Administration staff, who affect the smooth organization of academic activities.
6) Lecturers as executors of education, for whom the organization of the learning and teaching process is
based on semester credits, as the component that very much affects the results of the process.
7) Development of the learning and teaching process that accommodates the system of Curriculum Based
on Outcome-Based Education (OBE), which is different for each faculty or study program, and thus the
execution of OBE is delegated to each department or study program.
A. Learning Competence
Competence is the set of intelligent and fully responsible activities that a person possesses as the requirement
to be considered able by the people in executing tasks in various occupational fields. Based on Minister of
Research, Technology, and Higher Education of the Republic of Indonesia Regulation Number 44 of Year 2015,
which was then amended by Minister of Education and Culture as Regulation Number 3 of Year 2020, the
competence of graduates are the minimum criteria on the qualification of graduate abilities, covering attitudes,
knowledge, and skills that are declared in the formulation of graduate learning targets. These refer to the
descriptions of graduate learning targets of the Indonesian National Qualifications Framework (KKNI) and are
equivalent to the levels of qualifications in the KKNI.
Attitudes are correct and cultured behaviors as the results of internalizing and actualization of values and norms
that are reflected in spiritual and social living through the instructional process, student work experiences,
research, and/or community service related to learning. Knowledge is the mastery of concepts, theories,
methods, and/or philosophies of certain fields of discipline in a systematic manner that is obtained through
reasoning in the instructional process, student work experiences, research, and/or community service related
to learning. Skills are abilities to demonstrate performance with usage of concepts, theories, methods, materials,
and/or instruments that are obtained through instruction, student work experiences, research, and/or
community service related to learning, covering:
a) general skills, as general working abilities that are required to be possessed by each graduate in order
to ensure equivalence of graduate abilities according to the program level and type of higher education,
and
b) specific skills, as specific working abilities that are required to be possessed by each graduate according
to the field of discipline of the study program.
The formulation of knowledge and specific skills as part of the graduate learning targets is required to be
composed by forums of similar study programs or their equivalents, or the managers of the study program in
the case that there are no forums for similar study programs. The depth and scope of learning materials at the
Master’s and doctoral levels are required to utilize results of research and community service. Graduates of
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Master’s programs at the least master (applicative) theories of certain fields of knowledge, and graduates of
doctoral programs at the least master scientific philosophies of certain fields of knowledge and skills.
B. Curriculum
The curriculum of higher education is a set of plans and regulations regarding graduate learning targets, study
materials, processes, and the evaluation that are utilized as guidelines for the organization of a study program.
The curriculum contains a structured set of graduate competence standards. The curriculum contains
courses/modules/blocks that support the achievement of graduate competences and provide freedom for
students to broaden insights and deepen expertise according to their interests, and is supplemented by
descriptions of courses or modules, a syllabus, lesson plans, and evaluation. The curriculum is designed based
on its relevance with objectives, material coverage and depth, and organization that encourage the formation
of the mastery of knowledge (hard skills) and personality and behavioral aptitude (soft skills) that may be applied
in various situations and conditions.
The curriculum as the guidelines for the learning and teaching process of Master’s Programs and Doctoral
Programs in the environment of the Faculty is composed by referring to applicable stipulations and regulations,
as:
1) Law of the Republic of Indonesia Number 20 of Year 2003 on the National Education System,
2) Law of the Republic of Indonesia Number 12 of Year 2012 on Higher Education,
3) President of Republic of Indonesia Regulation Number 8 of Year 2012 on the Indonesian National
Qualifications Framework (KKNI),
4) Minister of Research, Technology, and Higher Education of the Republic of Indonesia Regulation
Number 44 of Year 2015 on the National Standards for Higher Education (SNDikti), which is then
amended as point (5),
5) Minister of Education and Culture of the Republic of Indonesia Regulation Number 3 of Year 2020 on
the National Standards for Higher Education (SNDikti),
6) Brawijaya University Rector Regulation Number 427/PER/2012 on the Academic Regulations of
Master’s Programs of Brawijaya University, and
7) Brawijaya University Rector Regulation Number 428/PER/2012 on the Academic Regulations of
Doctoral Programs of Brawijaya University.
C. Semester Credits
Semester credits comprise a system of education organization with units to declare the study load of students,
workload of lecturers, learning experiences, and load of program organization. A semester is a unit of time of an
effective learning process of at least 16 weeks, including mid-semester (midterm) examinations and end-of-
semester final examinations. Semester credits (credits for short) are measurements of assessment of learning
experiences that are obtained within semester through scheduled activities per week. Based on Minister of
Research, Technology, and Higher Education of the Republic of Indonesia Regulation Number 44 of Year 2015
amended as Minister of Education and Culture of the Republic of Indonesia Regulation Number 3 of Year 2020
on the National Standards for Higher Education, the following are established:
1) 1 credit for the learning process involving lectures consists of:
a) 50 minutes of face-to-face activities per week per semester;
b) 60 minutes of structured assignments per week per semester; and
c) 60 minutes of independent activities per week per semester.
2) 1 credit for the learning process involving meetings/tutorials/seminars or similar activities consists of:
d) 100 minutes of face-to-face activities per week per semester; and
e) 70 minutes of independent activities per week per semester.
3) 1 credit for the learning process involving practicum, studio practice, workshop practice, field practice,
research, community service, and/or similar learning processes consists of 170 minutes of activities per
week per semester.
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Semester credits will allow a greater possibility for each student to determine and organize strategies for their
study process in order to obtain the best results according to the plans and conditions of each student.
Characteristics of Semester Credits
1) In each semester, a number of courses are offered, and each course possesses a load that is stated in
semester credits according to what is established in the curriculum.
2) The amount of credits for different courses do not have to be the same.
3) The amount of credits for each individual course is determined on the basis of the amount of efforts to
complete the assignments that are given out in activities of coursework, practicum, or fieldwork, or any
other assignments.
Objectives of Semester Credits
1) To provide an opportunity to students who are proficient and active in learning to be able to complete
their studies in the shortest amount of time.
2) To provide an opportunity to students to be able to take courses that suit their interests, talents, and
abilities.
3) To allow the possibility for the education system with plural inputs and outputs to be executed.
4) To ease the adjustment of the curriculum from time to time with the extremely rapid developments in
science and technology.
5) To allow the possibility for the evaluation system of student learning progress to be organized as well
as possible.
6) To allow the possibility of credit transfers between study programs in a higher education institution or
across institutions.
7) To allow the possibility of student transfers from one higher education institution to another in the
same or similar study program.
Brawijaya University has formally adopted Semester Credits as established by Brawijaya University Rector
Decree Number 22/SK/1976 dated 3 May 1976, and its application is adjusted from year to year based on
applicable regulations.
D. Student Academic Ability Evaluation

For the learning activities and progresses of students, periodic evaluations are conducted that may be in the
form of exams, assignments, and lecturer observation. Examinations may be conducted in various forms,
including as mid-semester examinations, end-of-semester final examinations, thesis examinations (Master’s
programs), and dissertation examinations (doctoral program). The evaluation of student achievements in
academic activities utilizes the following conditions:
1) Evaluation of examination results for courses, theses, and dissertations are conducted by each lecturer
(or a team of lecturers) with usage of the Grade Letter and Grade Point as presented in Table 2.1.
Table 2.1 Evaluation Table for the Academic Achievements of Students
Score Value Range Grade Letter Grade Point Capability Classification
> 80.00 A 4.0 Very Good
75.00 < 𝑁𝐴 ≤ 80.00 B+ 3.5 Between Very Good and Good
69.00 < 𝑁𝐴 ≤ 75.00 B 3.0 Good
60.00 < 𝑁𝐴 ≤ 69.00 C+ 2.5 Between Good and Fair
55.00 < 𝑁𝐴 ≤ 60.00 C 2.0 Fair
50.00 < 𝑁𝐴 ≤ 55.00 D+ 1.5 Between Fair and Poor
44.00 < 𝑁𝐴 ≤ 50.00 D 1.0 Poor
≤ 44.00 E 0 Fail
2) The final score for a course taught by more than one lecturer is the aggregate score from all lecturers
that is combined by the coordinating lecturer.
3) The final score for a course is the aggregate of scores for quizzes, practicum, structured and/or
independent assignments, the mid-semester examination, and the end-of-semester final examination.
The final score is then determined by the criteria in point (2).
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4) The final score for a thesis or dissertation is the aggregate score of all the components of a thesis or
dissertation, with weights that have been established by each study program.
E. Qualifications of Lecturers for Master’s and Doctoral Programs

Referring to Minister of Research, Technology, and Higher Education of the Republic of Indonesia Regulation
Number 44 of Year 2015 amended as Minister of Education and Culture of the Republic of Indonesia Regulation
Number 3 of Year 2020 on the National Standards for Higher Education, the following are the established
qualifications of lecturer in Master’s Programs and Doctoral Programs in the environment of the Faculty of
Mathematics and Natural Sciences of Brawijaya University:
1) Lecturers are required to possess educational competence, physical and spiritual health, and the
capability to carry out education in order to fulfill graduate learning targets.
2) Lecturers for Master’s Programs must have the academic qualification of a doctoral degree that is
relevant to the study programs. Master’s Programs in the environment of the Faculty may employ
professionally certified lecturers who are relevant to the study program and possess qualification
equivalent to level 9 of the KKNI.
3) Lecturers for Doctoral Programs must have the academic qualification of a doctoral degree that is
relevant to the study programs and possess a functional position of at least an Assistant Professor.
Doctoral Programs in the environment of the Faculty may employ professionally certified lecturers who
are relevant to the study program and possess qualification equivalent to level 9 of the KKNI. In the
case of becoming the primary supervisor (promotor), within the past 5 years they must have created at
least 1 academic work in a reputable international journal that is recognized by DIKTI.
Next, the authority and responsibility of lecturers in teaching and supervising student final assignments are
established with reference to Law of the Republic of Indonesia Number 14 of Year 2005 on Teachers and
Lecturers and Law of the Republic of Indonesia Number 12 of Year 2012 on Higher Education, as indicated in
Table 2.2 and Table 2.3.
Table 2.2 Authority and Responsibility of Lecturers in Teaching Master’s Programs and Doctoral Programs
NO. ACADEMIC POSITION EDUCATION STUDY PROGRAM
OF LECTURERS QUALIFICATION MASTER’S DOCTORAL
1 Lecturer Master’s - -
Doctoral S S
2 Assistant Professor Master’s - -
Doctoral C S
3 Associate Professor Master’s - -
Doctoral C C
4 Full Professor Doctoral C C
C = Conducts
S = Supports
Table 2.3 Authority and Responsibility of Lecturers in Activities of Supervising Theses and Dissertations
NO. ACADEMIC POSITION EDUCATION STUDY PROGRAM
OF LECTURERS QUALIFICATION MASTER’S DOCTORAL
1 Lecturer Master’s - -
Doctoral S -
2 Assistant Professor Master’s - -
Doctoral C S
3 Associate Professor Master’s - -
Doctoral C S/C*
4 Full Professor Doctoral C C**
* = As the first author in a scientific journal with international reputation
** = According to Article 26 Paragraph 10 (b) of Minister of Education and Culture Regulation Number 49 of Year
2014 → Minister of Education and Culture Regulation Number 17 of Year 2013
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C = Conducts
S = Supports
F. Matriculation Program
The matriculation program is a program of lectures for certain courses because candidate students of Master’s
or Doctoral Programs are seen by the managers (the selection teams for Master’s Programs, or candidate
promotor teams for Doctoral Programs) to still be in need of increasing their abilities of knowledge mastery for
certain courses. The matriculation program is conducted at the beginning of Semester 1 and is not part of the
core curriculum of the student academic program. The methodology of execution for the matriculation program
is regulated by each individual study program. The number of credits in the matriculation courses are not
calculated together with the credits of the student academic program. The end result of the matriculation
courses is that students are declared to have passed or not passed. The passing criteria is that each course is
completed with a grade of at least B. Students who do not pass will be given a make-up opportunity by the
managers of the study program. Tuition for the matriculation program paid for by the participants of the
matriculation program themselves and is not included in the payment for the student academic program.
G. Double (Dual) Degree Programs

Double Degree Programs are shared academic programs between study programs of the Master’s Programs in
the environment of the Faculty with similar study programs in international universities or institutions. Students
who participate in the Double Degree program will obtain two diplomas, one from Brawijaya University and
another from the partner international universities or institutions. The execution of the Double Degree Master’s
Programs in the environment of the Faculty is regulated by Brawijaya University Rector Regulation Number
334/PER/2012.
H. Program from Master’s to Doctoral Education for Leading Graduates (PMDSU)

The Educational Program from Master’s to Doctoral Education for Leading Graduates (PMDSU) is an academic
program from the Minister of Research, Technology, and Higher Education that has the objective to provide an
opportunity for leading graduates to be able to (1) complete their studies on time; (2) possess broad research
insights; (3) possess networks of international cooperation; and (4) possess a high publication productivity in a
reputable international journal. The execution of PMDSU in the environment of the Faculty is regulated by
Brawijaya University Rector Regulation Number 86 of Year 2017 that is further amended by Rector Regulation
Number 36 of Year 2020.
I. Accelerated Program from Undergraduate Level to Master’s Level (Fast Track)

The Fast Track Program is an accelerated program from the undergraduate level to the Master’s level, with the
objectives to (1) facilitate undergraduate-level students who are leading in academics and English language, and
possess high motivation to continue to the Master’s level; (2) increase the number of leading students in
Master’s programs; and (3) increase the number of scientific publications at UB. The execution of the Fast Track
Program in the environment of the Faculty is regulated by Brawijaya University Rector Regulation Number 19 of
Year 2020.
J. Accelerated Program for Leading Doctors (PPDU)

The Accelerated Program for Leading Doctors (PPDU) is an education program from the Master’s level to the
Doctoral level for leading graduates with the requirement of passing the Master’s program and the doctoral
program through a system of supervision by a promotor team that begins since a student is registered as a PPDU
student. These are the objectives of the PPDU: to provide an opportunity for leading graduates who cannot
access the PMDSU to be able to complete the Master’s and Doctoral study programs in a shorter amount of time,
to possess broad research insights, to possess networks of international cooperation, to possess a high
publication productivity in a reputable international journal, and to increase the performance of Full Professors
and Associate Professors. The execution of PPDU in the environment of the Faculty is regulated by Brawijaya
University Rector Regulation Number xx of Year 2020.
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K. Stipulations of Plagiarism Detection
To ensure the quality of the academic works of theses and dissertations of the Master’s Programs and Doctoral
Programs in the environment of the Faculty, it becomes necessary to conduct plagiarism detection for all
academic works of students (and lecturers), covering articles, theses, and dissertations. This is in line with
Minister of National Education of the Republic of Indonesia Regulation Number 17 of Year 2010 on the
Prevention and Handling of Plagiarism in Higher Education. The execution of plagiarism detection at the Master’s
Programs and Doctoral Programs in the environment of the Faculty is conducted based on Brawijaya University
Rector Regulation Number 3 of Year 2015.
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CHAPTER III
GUIDELINES FOR THE APPLICATION OF OUTCOME-BASED EDUCATION (OBE)
A. INTRODUCTION
1. Background
The realization of the insufficient quality of education started out with the perception that the role of Indonesian
human resources is not quite significant in global living, even in the country itself. The capabilities in creating
products, innovating, and working are often uncompetitive with other countries, even in the ASEAN
environment. Up to the present, it can be seen and perceived that the human resources of the country innovate
more to follow developments generated by developed countries in order to not fall behind. This capability to
only follow has never placed the country ahead of other countries, remaining at most in the middle if not behind,
and making it difficult to become a reference in various fields of life. Realizing this, the government initiated the
Indonesian National Qualifications Framework (KKNI) in 2012, with the objective being to equalize the
capabilities of Indonesian human resources with that of other countries from various occupational and expertise
sectors with minimum standards of learning targets. What is being done up to the present is attempting to
achieve these standards of learning targets, which certainly requires immense efforts by all stakeholders,
particularly higher education.
The selected paradigm by Brawijaya University to achieve the capabilities of human resources by exceeding
existing standards (KKNI and SNPT) is to apply Outcome-Based Education (OBE). The focus is to move from the
classroom or place of learning activities to determine what should be achieved by students (Graduate Learning
Targets) in order to be able to achieve capabilities of lifelong learning in the real, living world to create prosperity
for oneself, the environment, and the world. Outcome-Based Education (OBE) is easy to conceive, but hard to
define. OBE firstly may be differentiated from the traditional method of education by the way of combining
three elements: theories of education, a systematic structure for education, and special approaches in the
practice of learning.
Outcome-Based Education (OBE) clearly focuses and regulates everything in the educational system around what
is important for all students to be able to be successful at the end of their learning experience. This means
starting from a clear picture of what is important for students in order to be able to achieve certain capabilities,
and then organizing the curriculum and its instructions, and designing the assessment to confirm that the
learning process had occurred and is able to be measured and proven at the end of the learning process.
Brawijaya University in this regard follows the fulfillment of the National Standards for Higher Education (SNPT),
which is composed of 8 standards in the field of education:
1. Standards of graduate competence;
2. Standards of learning contents;
3. Standards of learning processes;
4. Standards of learning evaluation;
5. Standards of lecturers and education staff;
6. Standards of learning facilities and infrastructure;
7. Standards of learning management; and
8. Standards of funding for learning.
The fulfillment of the OBE paradigm is conducted by exceeding these standards in order to obtain a leading
accreditation and even international accreditation.
2. Legal Foundations
For the execution of the OBE paradigm in the curriculum, UB refers to the following legal regulations:
1. Law Number 12 of Year 2012 on Higher Education;
2. President of the Republic of Indonesia Regulation Number 8 of Year 2012 on the Indonesian National
Qualifications Framework;
3. Minister of Education and Culture of the Republic of Indonesia Regulation Number 73 of Year 2013 on the
Application of the Indonesian National Qualifications Framework in the Field of Higher Education;
17
4. Minister of Education and Culture of the Republic of Indonesia Regulation Number 3 of Year 2020 on the
National Standards for Higher Education;
5. Brawijaya University Regulation Number 1 of Year 2017 on the Quality Standards of Brawijaya University;
6. Guide to Composition of Higher Education Curriculum in the Era of Industry 4.0 of the Ministry of Research,
Technology, and Higher Education of 2019;
7. Guidebook for Independent Learning – Independent Campus of the Ministry of Education and Culture of
2020; and
8. ASEAN Qualifications Reference Framework 2014.
3. Objectives
One of the considerations for the issuance of a law on higher education is to increase national competitiveness
in facing globalization in all fields. This requires higher education that is able to develop science and technology
and to result in intellectuals, scientists, and/or professionals who are cultured and creative, tolerant, democratic,
steadfast in character, and daring to defend the truth for national interests. As such, Brawijaya University must
play a role in fulfilling expectations with the establishment of the law.
The Law on Higher Education states that the existence of higher education has the objectives of:
a. To develop the potential of students to become people who have faith and believe in the One and
Supreme God and are of noble character as well as healthy, intelligent, capable, creative, independent,
skilled, competent, and cultured for the interests of the nation;
b. To create graduates who master branches of science and/or technology for the fulfillment of national
interests and improvement of national competitiveness;
c. To advance science and technology through research that pays attention to and applies values of
humanity in order to be beneficial for the progress of the nation, progress of civilization, and prosperity of
humanity; and
d. To realize community service based on reasoning and works of research that are beneficial in advancing
general prosperity and contribute to intelligent national living.
To achieve objectives (a) and (b), the SNPT establishes educational standards by fulfillment of the 8 existing
standards. In order to achieve these objectives, the OBE paradigm is utilized and its success is expected to be
fulfilled. At present, UB has possessed Quality Standards that exceed the SNPT in order to carry out the mandate
of the law.
In the field of education, UB has the goals of creating graduates who are academically skilled, entrepreneurially
oriented, professional, independent, oriented to work ethics, disciplined, in possession of a noble character,
insightful in advanced technology in order to be able to compete, and leading at the national and international
levels. For these objectives, the OBE paradigm was selected, and therefore all directions from the learning
process are to head into and reach the future. With future-oriented objectives, the entire community of scholars
of UB must be able to prepare everything as well to face problems that will occur in the far future.
B. THE CONCEPT OF OUTCOME-BASED EDUCATION (OBE)

The concept of OBE prepares students to recognize their own potential and to be ready to go through life and
work in line with their self-development process.
There are three primary elements in the achievement of OBE:
a. CPMK (Course Learning Targets): formulated capabilities to be achieved by students after completion of
courses;
b. CPL (Graduate Learning Targets): formulated capabilities to be achieved by students and to be able to be
proven upon becoming a graduate through measured assessment;
18
c. PEO (Study Program Objectives): capabilities possessed by alumni 3 to 5 years after graduation, who must
possess the capabilities for lifelong learning and self-development, which can be indicated through an
evaluation process called graduate tracing.
The consequence is that the presently discussed science and technology must be prepared for these OBE
objectives. Lecturers and everyone in the academic community must realize this matter. If the lecturers can
become aware of their roles, then the scope of discussed knowledge absolutely must be able to prepare students
to learn by reviews of knowledge in the future at least 5 years after students graduate, or automatically
approximately 10 years continuously from when students began their studies.
For the current conditions at UB, most of the lecturers have understood the principle of OBE, but it is still
necessary to conduct follow-up improvements in everyday practices along with their evaluation. Study programs
at UB are certainly expected to be able to fulfill immediately the highest level of OBE implementation, as
indicated in Table 3.1 below:
Table 3.1 Levels of Implementation of Outcome-Based Education

OBE Outcomes Curriculum Planning Outcomes Continuous
Assessment Assessment Improvement in
Quality Assurance
Level 1 √
Level 2 √ √
Level 3 √ √ √
Level 4 √ √ √ √
Level 5 √ √ √ √ √
Fulfillment of levels 4 or 5 is a necessity for leading accreditation or international accreditation.
C. THE CURRICULUM OF OUTCOME-BASED EDUCATION (OBE)

In the current era of globalization, the world of education faces the challenge of creating human resources who
are able to possess a global role. The resulting impacts from globalization are characterized by occurring
movements of humanity, information, technology, capital, and ideas and descriptions. This condition results in
changes that occur toward values of living in society and in the demands of occupations toward higher education
graduates. What becomes necessary for graduates in facing the impacts of globalization is that graduates are
expected to possess competence according to the demands of knowledge development, technology and art,
occupations, professional expertise, and personality development with a cultural characteristic.
By its development, in the beginning of the 1990s, there was a change in the higher education curriculum in
Indonesia, which previously emphasized the resolution of internal problems of higher education with the target
of mastery of science and technology (Minister of National Education Decree No. 056/U/1994), before switching
to a curriculum that emphasized an educational process that refers to a comprehensive and universal context
of culture and human development. This curriculum has the target of creating graduates who are cultured and
able to play an international role. Guidelines for a new curriculum that is more adaptive to the above conditions
were then established and expressed in Minister of National Education Decree No. 232/U/2000 on the
Guidelines to Composition of Higher Education Curriculum and Evaluation of the Learning Results of Learners
that is then supplemented in Minister of National Education Decree No. 045/U/2002 on the Core Curriculum of
Higher Education, replacing Minister of National Education Decree No. 056/U/1994. The Higher Education
Curriculum that was initially was described as a Content-Based Curriculum (KBI) was then transformed into the
Competence-Based Curriculum (KBK). The objective of Minister of National Education Decree No. 232/U/2000
is to provide liberty and freedom of creativity for each higher education institution in developing the curriculum
according to individual interests and potentials. Next, the further development of competence demands for
graduates of national higher education institutions is particularly for facing the global competition in order for
alumni to be victorious in the era of free competition. Higher education institutions, as one of the national
components in creating graduates, are further demanded to develop the quality of higher education through
development of the KBK system with the Indonesian National Qualifications Framework (KKNI) with the policy
of President of the Republic of Indonesia Regulation Number 8 of Year 2012, which for graduates more
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emphasizes on the exploration of graduate potentials as individuals who are able to compete in occupations at
both the national and international levels. This Presidential Regulation was further translated as Minister of
Education and Culture of the Republic of Indonesia Regulation Number 73 of Year 2013 on the Application of
the Indonesian National Qualifications Framework in the field of Higher Education and Minister of Research,
Technology, and Higher Education Regulation Number 44 of Year 2015 on the National Standards for Higher
Education revised as Minister of Education and Culture of the Republic of Indonesia Regulation Number 3 of
Year 2020. These regulations are in line with the OBE curriculum. The difference between curriculum design
based on Minister of Research, Technology, and Higher Education Regulation Number 44 of Year 2015 and based
on the OBE curriculum is the process of establishing the learning targets of the study program, which was initially
based on the KKNI principles, for which the learning targets of the study program were established based on (1)
attitude, (2) knowledge, (3) general skills, and (4) specific skills. This became not only based on KKNI
considerations, but also added considerations of learning targets of study programs that are generally
established by international accreditation institutions, measured study program objectives, and profiles of study
program graduates (graduate attributes) that are established by each study program. For that, all study
programs in the environment of UB are required to adjust their curricula with this approach.
The curriculum at Brawijaya University is the primary foundation for the organization of academic, professional,
specialist, and vocational education toward the achievement of learning results in accordance with the standards
for graduates of Brawijaya University. The curriculum is a set of plans and regulations regarding the contents or
matters of study and learning materials, as well as the methods of delivery and evaluation to ensure the
achievement of graduate competences. Therefore, the presence of the curriculum becomes the primary
reference for each study program in planning and controlling the learning process. Meanwhile, the department
possesses the role of resource manager for the effective and efficient functioning of the study program and to
maintain its quality corridor, whether in the process or expected outcomes. For that, the curriculum is required
to be approved by the Rector by the verification of the Vice-Rector of Academic Affairs for the monitoring of
technical evaluation by the Agency for Education Development and Quality Assurance (LP3M) of Brawijaya
University.
The curriculum of study programs at UB should be composed based on the vision and mission of UB in order to
create graduates with high competences according to the needs of the people and the development of science,
technology, and/or art. The curriculum of a study program covers a single, unified structure of courses for all
levels in the study program that is composed in an integrated manner in to allow students to achieve the
graduate targets (outcomes) that are established for the study program. The structure of courses is adjusted to
development of the understanding of students in the respective discipline. Each course is required to possess a
Semester Lesson Plan (RPS) in accordance to a certain load of semester credits, and to possess a portfolio of the
learning process. The curriculum gives the specific character of a study program and provides a complete picture
regarding the materials, requirements, and general guidelines in executing the process of education. The scope
of the curricula of study programs is expected to follow the template composed by the Education Development
and Quality Assurance (LP3M) of Brawijaya University.
The curriculum functions as the instrument to form the scientific thinking pattern, expertise, and personality of
students. As such, the curriculum must encourage the fulfillment of the required learning targets of the study
program in the form of knowledge and understanding, cognitive skills, special skills (including practical or
professional skills), transferable skills, necessities for work and/or further studies, and the development of
personality. The process of composing the curricula of study programs at UB is required to follow the steps that
are presented in Figure 3.1.
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STAGES OF CURRICULUM COMPOSITION
Study Program
University & Objective Input from
Study Program Associations and
Policies Stakeholders
Grad Profile (Attrib.)
KKNI & SNPT
Task of Curriculum Int’l Acc. MEC Description
Development Team Learning Formulation of learning
Regulation
of Study Program Targets targets (outcomes)
No. 3/2020 UNESCO 4 Pillars of
Education
Study Groups/ Selection of study Matrix of study materials
Field of Study/ materials: – learning targets
Laboratories Broadness, depth, and Task of Curriculum
Development Team
capabilities to be
of Study Program
Academic Map of achieved Concept of courses and
Study Program amounts of credits
Involvement of Concept of integrated Curriculum Concept

All Lecturers courses
Curriculum structure & Concept &

Study Program
learning design Strategies of
Establishment
Learning
REVISED CURRICULUM DOCUMENT
Figure 3.1 Stages in the Process of Curriculum Composition (Modified from Source: Endrotomo,
Curriculum Team of DIKTI)
D. CHARACTERISTICS AND PLANNING OF THE LEARNING PROCESS FOR OUTCOME-BASED

EDUCATION (OBE)
In accordance with Minister of Education and Culture Number 3 of Year 2020 on the National Standards for
Higher Education, Brawijaya University is required to execute standards of the learning process as the minimum
criteria for the execution of learning in the study program to achieve the graduate learning targets. Standards
of the learning process cover (a) learning process characteristics, (b) learning process planning, (c) learning
process execution, and (d) student study load.
The learning process possesses the characteristics of interactive, holistic, integrative, scientific, contextual,
thematic, effective, collaborative, and student-centered. Interactive means that the graduate learning targets
are achieved by prioritizing the two-way interactive process between students and lecturers. Holistic means that
the learning process encourages the formation of comprehensive and broad thinking patterns by internalizing
local and national merits and wisdom. Integrative means that the graduate learning targets are achieved
through an integrated learning process to fulfill the entirety of graduate learning targets in the single unity of a
program through interdisciplinary and multidisciplinary approaches. Scientific means that the graduate learning
targets are achieved through a learning process that prioritizes the scientific approach to create an academic
environment that is based on the value system, norms, and principles of science and upholds religious and
national values. Contextual means that the graduate learning targets are achieved through a learning process
that is adjusted to the demands of problem-solving capabilities in the domain of the field. Thematic means that
the graduate learning targets are achieved through a learning process that is adjusted to the scientific
characteristics of the study program and related to real problems through a transdisciplinary approach. Effective
means that the graduate learning targets are achieved effectively by prioritizing correct and proper material
internalization in an optimal timeframe. Collaborative means that the graduate learning targets are achieved
through a shared learning process that involves interactions among individual learners to result in the
capitalization of attitudes, knowledge, and skills. Student-centered means that the graduate learning targets are
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achieved through a learning process that prioritizes the development of student creativity, capacity, personality,
and necessities, and develops independence in seeking and discovering knowledge.
The planning for the learning process is required to be composed for each course and presented in the Semester
Lesson Plan (RPS) that is established and developed by lecturers independently or together in an expertise group
for a field of science and/or technology in a study program. The RPS at UB must at the least contain: (a) the study
program name, course code and name, semester, semester credits, and name of teaching lecturer; (b) the
graduate learning targets that are assigned to the course; (c) the final capabilities planned for each stage of
learning to fulfill graduate learning targets; (d) study materials related to the capabilities to be achieved; (e)
forms and methods of learning; (f) the allotted time for the achievement of capabilities for each stage of learning;
(g) student learning experiences that are realized in the descriptions of tasks to be worked on by students during
one semester; (h) evaluation criteria, indicators, and weights; and (i) the list of utilized references.
Planning of learning related to student research is required to refer to the Standards of Research in the Quality
Standards of UB. The same is true for planning of learning related to community service by students, which is
required to refer to the Standards of Community Service in the Quality Standards of UB. The planning of learning
related to student research and community service by students is regulated by each faculty according to their
scientific characteristics.
E. EXECUTION OF LEARNING BY OUTCOME-BASED EDUCATION (OBE)

The execution of the learning process by OBE in general occurs in the form interactions among lecturers,
students, and learning sources in a certain learning environment that has been properly designed. Likewise, the
learning process by OBE for every course must also be executed according to the Semester Lesson Plan (RPS).
The learning process through curricular activities is required to be conducted in a systematic and structured way
through various courses and with a measured load of learning, and what becomes distinct for OBE is the
assessment process by lecturers toward student capabilities. As with the ordinary learning process, the learning
process by OBE also through curricular activities is required to utilize an effective learning method according to
the characteristics of the course to achieve certain capabilities established in the course for the fulfillment of
graduate learning targets.
There are many methods of learning by OBE that may be selected for the execution of learning in courses,
including group discussions, simulations, case studies, collaborative learning, cooperative learning, project-
based learning, problem-based learning, or other learning methods that may effectively facilitate the fulfillment
of graduate learning targets (CPL). Each course may utilize one learning method or a combination of a number
of them contained in an instructional form. As such, learning may take these forms:
a. lectures;
b. meetings and tutorials;
c. seminars;
d. practicum, studio practice, workshop practice, field practice, work practice (training);
e. research, design, or development;
f. military training;
g. student exchange;
h. internship;
i. entrepreneurship; and/or
j. other forms of community service.
Learning in the form of research, design, or development is required to be added as a form of learning for
Diploma IV education programs, undergraduate programs, vocational programs, Master’s programs, specialist
programs, and doctoral program. Learning in the form of research, design, or development constitute student
activities under the supervision of lecturers in order to develop attitudes, knowledge, skills, and authentic
experience, and to improve the welfare of society and the competitiveness of the nation.
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In contrast to learning by research, the form of learning by community service is only required to be added as a
form of learning for the Diploma IV, undergraduate, professional, and specialist educational programs. However,
as with learning by research, this learning by community service also constitutes student activities under the
supervision of lecturers in order to utilize science and technology to increase the welfare of society and to create
a more intelligent national living.
The forms of learning above may be conducted within the study program and outside the study program. The
forms of learning outside the study program comprises a learning process that may comprise:
a. Learning in another study program at the same higher education institution;
b. Learning in the same study program at a different higher education institution;
c. Learning in another study program at a different higher education institution; and
d. Learning in in a non- higher education institution.
However, at present, the learning process outside the study program is only conducted for undergraduate
programs and applied undergraduate programs outside the field of medicine, according to the policy of
Independent Learning of the Ministry of Education and Culture.
F. ASSESSMENT OF OUTCOME-BASED EDUCATION (OBE)

Assessment or evaluation is one or more processes to conduct identification, collection, and preparation of data
to evaluate the achievement of student learning outcomes (targets). Effective assessment usually utilizes direct
measurement, indirect measurement, quantitative measurement, and qualitative measurement that are
relevant to the outcomes (targets) to be measured. An appropriate method of sample collection may also be
utilized as part of the assessment process. Assessment also constitutes the systematic collection, review, and
utilization of information about the educational program that is conducted for the objective of improving
student learning and development.
In accordance with Minister of Education and Culture Regulation Number 03 of Year 2020, Brawijaya University
is required to carry out standards of learning assessment as the minimum criteria for the assessment of student
learning process and results in order to fulfill graduate learning targets. This assessment of student learning
process and results covers (a) assessment principles; (b) assessment techniques and instruments; (c) assessment
mechanism and procedures; (d) assessment execution; (e) assessment reporting; and (f) student passing.
Lecturers of UB are required to conduct assessment principles covering the educative, authentic, objective,
accountable, and transparent principles in an integrated manner. The educative principle represents
assessment that motivates students to be able to (a) improve learning planning and methods and (b) achieve
the graduate learning targets. The authentic principle represents assessment that is oriented to a continuous
learning process and learning results that reflect the capabilities of students while the learning process took
place. The objective principle represents assessment that is based on standards that are agreed upon between
lecturers and students and free from the influence of subjectivity from the evaluator and the subject. The
accountable principle represents assessment that is conducted according to procedures and criteria that are
clear, agreed upon at the start of coursework, and understood by students. The transparent principle represents
assessment for which the procedures and results may be accessed by all stakeholders.
The assessment techniques that are conducted by lecturers may involve observation, participation, performance,
written tests, verbal tests, and questionnaires. Assessment instruments comprise process assessment in the
form of rubrics and/or result assessment in the form of portfolios or design works. Attitude assessment may
utilize the observation evaluation technique. Assessments of knowledge mastery, general skills, and specific
skills are conducted by selecting one or a combination of various techniques and instruments applied by
lecturers. The final results of assessment is an integration between the various assessment techniques and
instruments that are utilized.
Assessment mechanisms are at the least composed of activities of (a) composing, delivering, and settling on the
stages, techniques, instruments, criteria, indicators, and weights of assessment between the evaluator and the
subject according to the lesson plan; (b) conduct the assessment process according to the stages, techniques,
instruments, criteria, indicators, and weights of assessment that contain assessment principles; (c) providing
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feedback and an opportunity to discuss the results of assessment to students; and (d) documenting the
assessment of student learning process and results in an accountable and transparent manner.
The procedure of assessment by lecturers covers the stages of planning, providing assignments or problems,
observing performance, returning observation results, and providing final scores. The assessment procedure at
the stage of planning may be conducted through gradual assessment and/or re-assessment.
The execution of assessment is conducted according to the lesson plan as the measurement of Course Learning
Targets (CPMK), which is the aggregate of the Sub-Course Learning Targets (Sub-CPMK). The execution of
assessment may be conducted by (a) the teaching lecturer or the team of teaching lecturers; (b) the teaching
lecturer or the team of teaching lecturers with student participation; and/or (c) the teaching lecturer or the team
of teaching lecturers with participation of relevant stakeholders. Each of the course learning targets are then
aggregated by the study program to be utilized for measuring the achievement of Graduate Learning Targets
(CPL) that is reported to the Dean each year. However, in the case of assessment execution for the subspecialist,
doctoral, and applied doctoral programs, it is required to include an external evaluating lecturer from a different
higher education institution.
The right form of assessment must be based on the achievement indicators for the Course Learning Targets
(CPMK). Lecturers and students are expected to possess the same views toward the assessment model that is
conducted. As such, the process of equalizing perceptions toward the CPMK that are to be achieved must be
conducted since the beginning, with the expectation that once students have known about them, they can then
arrange the model of independent learning that is appropriate to their learning methods. The following table
provides examples of assessment forms and the forms of learning that may be assessed.
Assessment Form Possible Learning Forms to Be Assessed
Essays
Answers to questions and accuracy of forming the structure
Essay tests of answers
As with essay tests, but with the limited memory of students,
Open-book tests as well as being based on the coverage of answers
Reading in a broad coverage, relating, organizing, and looking
Take-home assignments at applications
Objective Tests
Multiple-choice tests Recognition, strategy, capability of understanding
Directed results Hierarchy of understanding
Performance Assessment
Practicum Real-life work skills
Seminar, presentation Communication capabilities
Poster Concentration on relevance and application
Interview Interactive response or answering
Interview on critical events Reflection, application, perception toward relevance

Project Application, research skills
Journal review Reflection, application, perception toward relevance
Case study Application, professional skills
Portfolio Reflection, creativity, desired results
Quick Assessments (large groups)
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Concept maps Coverage, relationships
Venn diagrams Relationships
One to three-minute answers

on paper Level of understanding, selection of relevance
Short answers Recalling information, coverage
Notes to friends Holistic understanding, application, reflection
The composition of problems, assignments, and tests conducted by lecturers should consider the following
characteristics:
• Valid: verified for correctness
• Relevant: appropriate to competences, outcomes, or targets
• Specific: not biased
• Representative: supports elements of competence
• Balanced: appropriate to complexity of learning materials
• Open: appropriate to the RPS agreed upon by lecturers and students
G. PORTFOLIO DOCUMENT FOR OUTCOME-BASED EDUCATION (OBE)

The full execution of OBE clearly necessitates continuous achievement, and for this to be achieved, there needs
to be a mechanism for the delivery of regular feedback. The results of the feedback are utilized by the lecturer
to evaluate the course that is explained in the creation of the course portfolio.
This course portfolio is created by the teacher teaching a course at the end of each current semester. This
portfolio becomes a tool to see how far mana the achievement of CPMK had occurred for the students of the
course, which will later on will also be aggregated at the study program level to see how far the CPL of the study
program have been achieved. This assessment of achievement becomes the evaluation material for the study
program for the necessary corrective actions.
The format of the course portfolio consists of explanations of:
1. Introduction and course objectives
2. Descriptions of courses
3. Utilized learning methods
4. Learning media
5. Learning evaluation with the assessment tools
6. Statistics that explain course conditions
7. Student feedback
8. A brief syllabus of the course
9. Semester Lesson Plan
10. Reflections and solutions to problems that are faced
11. Necessary attachments
This learning evaluation that occurs continuously over the one-semester course period is necessary to find out
the (1) level of appropriateness of course materials with the RPS, (2) participation levels of lecturers and students,
(3) percentage distribution of scores, (4) achievement of the quality target for the passing rate of the course,
and (5) evaluation per study, if necessary, to explain the learning mechanisms that occur.
H. LEARNING INNOVATION IN OUTCOME-BASED EDUCATION (OBE)

The characteristics of the learning process created by a lecturer must be able to fulfill a number of characteristics,
which are the interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative, and
student-centered characteristics. In this case, the lecturer must be able to prepare oneself and the materials to
be able to realize these characteristics in the learning process.
25
UB lecturers are obliged to utilize the learning method that may be selected for the execution of learning in
courses as explained in section 4.8. The selected method requires a lecturer to be able to create innovations for
which the benefits will later be felt by students. The needs of learning innovation by lecturers require supporting
facilities that will be prepared by the faculty and department.
The characteristics of the utilized learning process and learning method should be dynamic and reflected in the
portfolio of the course after being executed, and thus it cannot be statically determined because it indeed must
follow the developments that occur during learning. Therefore, innovation must be continuously developed.
I. QUALITY ASSURANCE FOR OUTCOME-BASED EDUCATION (OBE)

The Internal Quality Assurance System (SPMI) is an autonomous systemic activity for higher education quality
assurance by each individual institution to control and improve the organization of higher education in a planned
and continuous manner. The objective of quality assurance is to maintain and improve continuously the quality
of higher education, which is executed internally to realize the vision and mission of the institution, as well as to
fulfill the needs of stakeholders through the organization of the Three Pillars of Higher Education. SPMI becomes
an important factor in the progress toward high-quality higher education institutions. This process may be
conducted internally by the respective institutions, and controlled and audited by accreditation activities that
are carried out by the National Accreditation Agency for Higher Education (BAN-PT) or other external institutions.
In this way, the objectivity of assessment toward the continuous maintenance and improvement of academic
quality in a higher education institution may be realized.
UB has implemented quality assurance since the formation of the Center for Quality Assurance in 2005, and
since the beginning has applied the cycle of quality assurance that is called OSDAT (Figure 3.2). For the execution
of the SPMI, UB has applied the measures of the “quality assurance cycle” of OSDAT, as an abbreviation of the
following:
1. Organization (O) – Structuring of quality assurance
2. System (S) – Composition of policies and documents as standards, manuals, and forms for SPMI
3. Do (D) – Dissemination and usage as work reference
4. Audit (A) – Review of internal quality
5. Tweaking (T) – Follow-up and improvement
However, with the existence of Minister of Research, Technology, and Higher Education Regulation Number 62
of Year 2016 on the System of Quality Assurance for Higher Education, UB changed the quality assurance cycle
and now follows a cycle consisting of 5 stages (Establishment, Execution, Evaluation, Enrichment, and
Enhancement) that can be summarized as the 5E Cycle (Figure 3.3). Based on the Guidelines for the Internal
Quality Assurance System issued by the Ministry of Research, Technology, and Higher Education, the 5E cycle is
composed of:
1. Establishment, as the activity of finalizing the standards set by a higher education institution.
2. Execution, as the activity that is conducted for the fulfillment of the standards.
3. Evaluation, as the activity of comparing the results of the execution to the standards that had been
established.
4. Enrichment, as the activity of analyzing the causes of achievement failure and/or deviations in the
execution for the standards in order to make corrections or revisions.
5. Enhancement, as the activity of improving and elevating the standards to be higher compared to the
standards that had been established.
26
Vision and Mission
1. Self-Evaluation Execution:
2. Benchmarking Dissemination
3. Stakeholders & work targets 1. Was there improvement of
1-3 for the (System) performance compared to last
establishment of a Document Internal Audit year?
Strategic Plan System Management Leader 2. What are the efforts that had
been conducted?
Master & quality document

Business process UB SPMI Cycle Implementation
Quality standards
Quality targets
1. Achievement of Vision and

Organization and Mission
Audit
primary tasks 2. Satisfaction of Service Users
and functions
(Organization) (External: PJM-UB;
BAN-PT Accreditation;
ISO 9001:2008)
Revisions, follow-up,
and quality Management Review/Request for
improvement Corrective Action
(Tweaking)
Figure 3.2 Implementation of the SPMI UB cycle before 2016 (OSDAT) (Source: Web site of PJM UB
(pjm.ub.ac.id))
SPMI Activity Cycle (E5)
Establishment
Finalization of SN-Dikti and

standards set by an institution
Enhancement Execution
Improvement of SN-Dikti and Fulfillment of SN-Dikti and

standards set by an institution standards set by an institution
Enrichment Evaluation
Analysis of causes and revisions Comparison of SN-Dikti and

to achievement of SN-Dikti and standards set by an institution
standards set by an institution to what has been achieved
Figure 3.3 Implementation of the SPMI UB cycle from 2016 onwards (Source: Exposition titled “Quality
Improvement of Higher Education Institutions through the Application of Quality Assurance Systems
(SPMI and SPME)” by Prof. Dr. Mansyur Ramly at Wiraraja University, Sumenep (2015))
Quality assurance for the OBE curriculum has the true objective to conduct monitoring in the manner of
Continuous Quality Improvement (CQI), as can be seen in Figure 3.4. Each study program is formed by
establishing its vision and mission, which then becomes the basis in establishing the Study Program Educational
Objectives (TPP), and then becomes the foundation for establishing the Graduate Learning Targets (CPL) that
will be further implemented in detail in the Course Learning Targets (CPMK). As such, each study program di UB
27
must establish Course Learning Targets (CPMK) each semester, which are then evaluated and analyzed, and then
revised in order to refine the CPMK. Next, the study program also does the same for the Graduate Learning
Targets (CPL) based on the survey results of a tracer study, which is then followed by evaluation, analysis, and
revisions to refine the CPL. Then, each study program also at least once every 4 years conducts evaluation,
analysis, and revisions to refine the Study Program Educational Objectives (TPP). This is usually after conducting
a graduate tracer study 5-10 years after graduating from the study program.
Evaluation
Evaluation
Evaluation
Analysis
Analysis
Analysis
Study Program Graduate Course
Mission & Vision
Educational Learning Learning
Objectives (TPP) Targets (CPL) Targets
(CPMK)
Figure 3.4 Implementation of the cycle of quality assurance in the OBE curriculum
Source: Haris Wahyudi and Ignatius Agung Wibowo (2018), Innovation and Implementation of the Outcome-
Based Education (OBE) Learning Model and Washington Accord at the Study Program of Mechanical
Engineering of Mercu Buana University, Jurnal Teknik Mesin Vol. 07, No. 2, June 2018.
Next, the actions of revision that have been explained above can be detailed for the refining of courses up to the
study program accreditation, with the steps that can be seen in Figure 3.5, Figure 3.6, and Figure 3.7.
Course Quality Assurance Model
Recommended Syllabus and course plans

Revisions Standards/criteria
Implementation of
Tests, quizzes, assignments
Reports and others Learning
Reported in the form of a Course Portfolio
Figure 3.5 Implementation of the quality assurance model for courses
28
Source: Exposition titled “Outcome-Based Education Quality Assurance” by Dr. Ir. Pepen Arifin (SPM ITB) at the
Workshop of Curriculum Development with the Outcome-Based Education Paradigm, ITB West Hall, 16-17 July
2018.
Study Program Quality Assurance Model
Recommended Revisions Annual Work Plan and Budget,

Strategic Plan
Standards/criteria
Study Program QA Task Force Costs

Facilities & Infrastructure
Human Resources
Monitoring, Assessment Implementation of Work/Budget Plan

Evaluation
Reported in the form of a Study Program Report (of Quality Assessment)
Figure 3.6 Implementation of the quality assurance model for a study program
2018.
Study Program Quality Assurance Model → Accreditation
Recommended Revisions Annual Work Plan and Budget,

Strategic Plan
Standards/criteria
5-Year Costs
Study Program QA Task Force
Cycle Facilities & Infrastructure
Human Resources
Monitoring, Assessment Implementation of Work/Budget

Evaluation Plan
Reported in the form of a Study Program Report (BAN-PT Accreditation)

or Self-Study Report (International Accreditation)
Figure 3.7 Implementation of the quality assurance model for a study program for the needs of accreditation
2018.
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CHAPTER IV
GUIDELINES FOR ONLINE LEARNING
A. INTRODUCTION
In online learning, there are two models of interaction between lecturers and students based on the
time of the learning process, which are synchronous learning and asynchronous learning. In synchronous
learning, lecturers and students conduct the learning process at the same time, and they are directly involved in
learning and discussions. In asynchronous learning, lecturers and students conduct the learning process at
different times, and they are indirectly involved in learning and discussions. Asynchronous learning provides
advantages such as comfort, flexibility, more interactions, and freedom to continue personal and professional
life responsibilities.
These two models of learning may be utilized in the entirety of learning activities. In conditions of
emergency, it is expected that lecturers do not obligate synchronous learning for all interactions because of the
limited Internet facilities that students may possess.
B. LEARNING MECHANISM
1. Mechanism of Synchronous Learning
a. Lecturers upload course materials to the Learning Management System (LMS) facilities of the Faculty
LMS, Google Classroom, and social media.
b. Lecturers give live online lectures through the broadcast facilities of applications such as Zoom, Google
Meet, Instagram (Live), and YouTube (Live Video).
c. Students participate in lectures by live streaming.
d. Students may discuss and ask questions to the lecturer through the conference or chatting features of
the applications.
e. Lecturers may give out assignments, quizzes, or tests through the LMS.
2. Mechanism of Asynchronous Learning

a. Lecturers upload course materials to the Learning Management System (LMS) facilities of the Faculty
LMS, Google Classroom, and social media.
b. Lecturers record videos of online lecture materials with usage of video recording tools or applications
such as cellphone camera, Filmora (PC), and OBS Studio (PC).
c. Lecturers upload the recorded lecture videos to the LMS or YouTube.
d. Students participate in lectures through the LMS or YouTube.
e. Students may discuss and ask questions to the lecturer through e-mail or social media.
f. Lecturers may give out assignments, quizzes, or tests through the LMS or social media.
C. DURATION AND SEMESTER LESSON PLANS (RPS)

1. Length of Learning
Interactions of synchronous learning through videoconference with usage of Google Meet, Zoom, or similar
applications very much require the availability of adequate Internet connectivity. Additionally, videoconferences
also require much greater internet quotas compared to text-based interactions (online discussions or chatting).
In relation to the above, for synchronous interactions with videoconferences, the learning time needs to be
limited and not be conducted with a long duration, in order to save Internet quotas further. If videoconferences
are required, they may be conducted for enrichment of materials that cannot be explained by way of textual
materials, but still with a duration that is not very long.
Synchronous interactions should be conducted by the predetermined course schedules in order to not conflict
with other courses. Videoconferences may be utilized in limited conditions, such as for activities of result
seminars, undergraduate exams, and so on.
2. Semester Lesson Plans (RPS)
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It is very much realized that in conditions of emergency, both lecturers and students possess difficulties in online
learning, particularly in achieving the learning objectives. Yet within the remaining time for learning activities,
with all the facilities that are possessed by UB, it is hoped that they will support the achievement of learning
objectives. Needs of instructional materials in online learning must be in accordance with the Semester Lesson
Plan (RPS) that had been composed at the start of the course.
The RPS for a course becomes the primary reference in the creation of instructional materials in online learning
as with the face-to-face activities that have always been conducted. In conditions of emergency, materials that
lecturers have possessed may be uploaded to the LMS present at UB (such as VLM UB, Google Classroom, Faculty
LMS, and so on) and/or e-mailed to students.
These instructional materials will be able to be accessed by students anytime and anywhere. It is expected that
the instructional materials will be able to trigger the motivation of students to learn independently and to discuss
learning with lecturers whether synchronously or asynchronously.
D. ETHICS OF ONLINE LEARNING

1. Ethics of Communication of Online Learning
a. Honesty: continuous effort by the community of scholars to be truthful in all academic communication.
b. Integrity: continuous effort by the community of scholars to fulfill promises in agreements; to act
sincerely; and to maintain consistency of thoughts and action.
c. Emphasis on objectivity in communication: effort to avoid bias in all academic communication.
d. Carefulness: avoidance of mistakes, errors, and neglect, being thorough and critical in checking the
work of oneself and others.
e. Openness: being open in the sharing of information, ideas, tools, and resources, as well as toward
criticism and new ideas.
f. Appreciation of intellectual property: respect of patents, copyrights, and other forms of intellectual
property, and recognition of academic information.
g. Confidentiality: protective of secrets in communication, such as of learning materials that are sent for
the learning process.
h. Publication responsibility: responsibility of the community of scholars for the competence they possess,
and to avoid publications that are not beneficial and are duplicated, in order to advance education.
i. Mentoring responsibility: assistance to educate, guide, and provide suggestions to learners, to
encourage learners in order to allow them to make independent decisions.
j. Mutual respect: respect and fair treatment for others in the community of scholars.
k. Problem solving: giving solutions when problems occur.
l. Social responsibility: effort to promote social interests in good education and to prevent the existence
of social dangers in education.
m. Non-discrimination: avoiding discrimination toward fellow lecturers or students on the basis of gender,
race, ethnicity, or other factors that are unrelated to academic competence and integrity.
n. Professional and competent: maintaining and improving professional competence and skills of oneself
through education and lifelong learning; taking steps to promote overall competence in knowledge.
o. Legality in communication: possession of knowledge on legality and obedience of relevant laws and
policies of institutions and the government.
2. Ethics of Execution of Online Learning

a. Participation in the online learning process by both lecturers and students: Lecturers fill out attendance
lists after conducting online learning, whether through the Lecturer Information System (Siado) or
other forms. Students actively participate in the online learning and work on structured assignments
given by lecturers. Lecturers need to consider the time required by students in completing the
assignments to prevent overload.
b. Introductions conducted with polite greetings.
c. Online learning initiated by providing spirit, and properly greeting with a smile or words that provide
spirit.
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d. Usage of good words, sentences, and language; proper volume, tone of speaking, and intonation; and
appropriate and easily understandable speed of talking.
e. Wearing appropriate and proper clothing.
f. Usage of reasonable and appropriate gestures and maintenance of good attitude and behavior, such as
not smoking, not leaving a meeting without permission, not calling during a meeting, and others.
g. Staring at the speaker in online meetings such as through Google Meet or Zoom. It is expected not to
look left and right frequently while a speaker is talking, or even to leave the place.
h. Appreciation of opinions while communicating.
i. While communicating synchronously or asynchronously, maintaining ethics of sitting, standing, or any
other form of ethics that are required to be followed and conducted while communicating. If coughing
or sneezing, cover the mouth with hands to respect the speaker and other people that are around.
j. Not being emotional while communicating, attempting not to interrupt someone else while speaking.
k. Saying thanks when receiving help and apologizing if committing errors.
l. Respecting people who are more senior.
m. Usage of polite titles or terms of address.
n. Inclusion of humor in communication to be able to provide spirit and happiness during communication.
E. FACILITIES OF ONLINE LEARNING

The online learning process may utilize existing online applications:
a. WhatsApp groups
b. Instagram (www.instagram.com)
c. VLM UB (vlm2.ub.ac.id)
d. Faculty LMS
e. Google Classroom (https://classroom.google.com/)
f. Google Meet (https://meet.google.com/)
g. Zoom (https://zoom.us/)
h. And similar others
F. EXECUTION OF ONLINE SEMINARS AND EXAMINATIONS

In general, the execution of seminars and student examinations is conducted as has always been done at the
Faculty or Work Unit, but the face-to-face method of Examiners and Students is replaced with an online method:
a. Administration and/or procedures that must be conducted by students and lecturers for the execution
of online seminars and/or examinations are established by each Faculty or Work Unit. It is suggested
that all administrative processes be conducted online.
b. Documents for the seminar and/or examination, such as internship (PKL) reports or proposals or
reports of final assignments (theses, dissertations), must have already been received by the team of
examiners before conducting the seminar or examination.
c. Student seminars or examinations, such as internship results seminars, final assignment proposal
seminars, final assignment result seminars seminar, comprehensive examinations, closed/open
examinations, and so on, may be conducted through videoconference (Zoom, Google Meet, and so
on).
d. Online seminars or examinations may be attended by students or other invited parties as has always
been done. In the execution, the moderator has the task of coordinating order in the online seminar
(for example, asking all participants to turn off their mic or setting the mode to mute, except those
indicated by the moderator).
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CHAPTER V
EXECUTION OF EDUCATION IN MASTER’S PROGRAMS
A. Academic Requirements of Candidate Students

The following are, among others, the academic requirements for candidate students of the Master’s Study
Programs in the environment of the Faculty of Mathematics and Natural Sciences as stated in Brawijaya
University Rector Regulation Number 427/PER/2012:
1) Possession of an undergraduate (or equivalent) diploma from a study program that has been
accredited to a minimum of B by the BAN-PT or other institutions recognized by the Ministry of
Research, Technology, and Higher Education. Undergraduate educational backgrounds that are
required by each Master’s Program are detailed in Table 5.1.
2) Minimum Cumulative GPA of 3.00 on a scale of 0-4, or 7.00 on a scale of 0-10.
3) TOEFL certificate with a minimum score of 475 (or another equivalent certificate) issued by the ITP
or UB (LDC-FEB, FIB, and Inbis).
4) Passing certificate for the TPA OTO-BAPPENAS with a minimum score of 450.
5) Other requirements established by the respective study program.
Table 5.1 Undergraduate Educational Backgrounds of Master’s Candidates in the Environment of the Faculty
Study Program Undergraduate Educational Background
Master of Biology Biology, Chemistry, Agriculture, Animal Husbandry, Fishery, Forestry,
Medicine, Health Science, Pharmacy, Veterinary Science, Biology
Education, and Environmental Studies.
Master of Chemistry Chemistry, Pharmacy, Biology, Chemical Engineering, Environmental
Engineering, Medicine, Chemistry Education, and Agrocomplex Studies.
Master of Physics Physics, Geophysics, Instrumentation, Geology, Physical Engineering,
Electrical Engineering, Mechanical Engineering, Biomedical Engineering,
and Physics Education.
Master of Mathematics Mathematics, Physics, Computer Science, Mathematics Education,
Statistics, Informatics Engineering, and other Engineering.
Master of Statistics Statistics, Mathematics, Statistics Education, Mathematics Education,
Agriculture, Natural Science Education MIPA, Animal Husbandry, Fishery,
Medicine, Economy, and Engineering.
Master’s Programs in the environment of the Faculty also accept foreign (international) student candidates.
Academic requirements for foreign student candidates are, in principle, the same as the requirements for
domestic students, with the following several additional requirements:
1) A minimum of “good” passing category for the previous level of education (in lieu of a Cumulative
GPA).
2) Able to speak Indonesian, at the minimum for daily life.
3) Learning permit from the Embassy and Minister of Education and Culture (or designated officials).
4) Statement of details on the scholarship covering the tuition (if a scholarship is received).
B. Learning Competences
The following are the learning competences of Master’s Programs in the Environment of the Faculty, which are
stated as learning targets and refer to Ministry of Research, Technology, and Higher Education of the Republic
of Indonesia Regulation Number 44 of Year 2015 on National Standards for Higher Education:
33
1) Attitude
Graduates of Master’s Programs in the environment of the Faculty must possess the following attitudes:
a) believing in the One and Supreme God and demonstrating a religious character;
b) holding in high regard the values of humanity in conducting tasks based on religion, morals, and ethics;
c) contributing to the improvement of the quality of life in society, the state, the nation, and civilization
based on the Pancasila;
d) playing the role of a citizen who is proud of and loves the homeland, possessing nationalism and a
sense of responsibility to the state and the nation;
e) appreciating diverse cultures, views, religions, and beliefs, as well as the opinions or original findings
of other people;
f) cooperating and possessing social sensitivity toward society and the environment;
g) being legally obedient and disciplined in living in society and the nation;
h) internalizing academic values, norms, and ethics;
i) showing independent responsibility for the work conducted in the field of expertise; and
j) internalizing the spirits of independence, hard work, and entrepreneurship.
2) Knowledge Mastery
Graduates of Master’s Programs in the environment of the Faculty are required to possess competence in
knowledge mastery as established by the study program.
3) General and Specific Skills

Graduates of Master’s Programs in the environment of the Faculty are required to possess the following
general skills:
a) being able to develop logical, critical, systematic, and creative thinking through scientific research,
design creations, or works in the field of science and technology that consider and apply values of
humanity according to the field of expertise,
b) being able to compose scientific conceptions and results of analyses based on scientific principles,
methods, and ethics in the form of a thesis, and to publish the scientific article of the thesis research
results in a paper included in a reputable national or international academic journal,
c) being able to conduct academic validation or analyses according to the field of expertise in solving
problems in relevant societies or industries through the development of knowledge and expertise,
d) being able to compose scientific ideas, conceptions, and arguments responsibly and based on
academic ethics, and to communicate them through media to the academic community and the
greater public,
e) being able to identify fields of knowledge that become the object of research and to position them
into a research map that is developed through an inter- or multi-disciplinary approach,
f) being able to make decisions in the context of solving problems of scientific and technological
development that consider and apply humanitarian values based on studies, analyses, or experiments
toward information and data,
g) being able to manage, develop, and maintain working networks with colleagues, institutional peers,
and the greater research community,
h) being able to increase learning capacity independently, and
i) being able to document, store, secure, and rediscover data of research results in order to ensure
validity and prevent plagiarism.
Graduates of Master’s Programs in the environment of the Faculty are required to possess competences
of special skills (if any) as established by the respective Study Program.
C. Curriculum
The organization of education in the Master’s Programs in the environment of the Faculty is conducted through
Semester Credits. Master’s Programs in the environment of the Faculty are Master’s Programs with a course
system. Courses may be conducted in classrooms and/or on the field through the usage of various learning
methods that are oriented to student-centered learning (SCL). Courses may be organized in the form of face-to-
34
face meetings, structured activities, discussions, or independent activities. At the end of the study period, a
Master’s candidate is required to complete a research for which its results are detailed in a Master’s thesis as
the primary graduation requirement.
1) Credit Load and Length of Study

a) The study load of students of Master’s Programs in the environment of the Faculty for the
completion of studies is 36-48 credits, including the thesis.
b) The length of study of Master’s Programs Magister in the environment of the Faculty is 4 semesters,
and may be completed in less than 4 semesters and at most 8 semesters.
2) Curriculum Structure
The curriculum structure of Master’s Programs in the environment of the Faculty is detailed in Table
5.2. Formulation of the curriculum and planned activities for each semester along with the expected
competences is given by each Study Program. Based on Minister of Research, Technology, and Higher
Education Regulation Number 44 of Year 2015 revised as Minister of Education and Culture Regulation
Number 3 of Year 2020 on National Standards for Higher Education, it is explained that the study load
of Master’s program students is at least 36 credits.
Table 5.2 Curriculum Structure of Master’s Programs in the Environment of the Faculty
Courses/Thesis Credit Load
(a) Courses:
(1) Required study program courses 24-34
(2) Required concentration courses and/or electives
(b) Special assignments (if any) No credits
(c) Thesis:
(1) Thesis research proposal
(2) Thesis research execution
12-14
(3) Thesis research results seminar
(4) Article publication in an academic journal (≥ 1 paper)
(5) Thesis examination
Total Credits 36-48
D. Master’s Program Thesis

According to the Brawijaya University Educational Guidelines for the 2020/2021 Academic Year, students who
have passed courses with at least 14 credits and a Cumulative GPA ≥ 3.00, including the Research Methods
course and at least a B grade for each course, may formally submit a thesis research proposal. A thesis is the
final assignment of Master’s Program students in the form of a written work composed according to the results
of a research. Theses of Master’s Programs in the environment of the Faculty possess a study load of 12-14
credits and may be made into several sub-theses depending on the needs of the study program.
A thesis is composed of the following several components:
1) Thesis research proposal
2) Thesis research execution
3) Thesis research results seminar
4) Article publication in an academic journal
5) Thesis examination
In working on a thesis, a student is led by a Thesis Supervising Team composed of 2 supervisors, as the Team
Head (First Supervisor) and Team Member (Second Supervisor).
The following are the requirements and conditions for thesis supervisors:
1) The first supervisor must be a permanent lecturer from the study program of the student, and
possesses doctoral qualifications relevant to the field of research of the student.
2) The second supervisor must possess doctoral qualifications relevant to the field of research of the
student and may come from other study programs, faculties, or higher education institutions.
35
3) A professional certified to a profession relevant to the study program and possesses qualification
equivalent to level 9 of the KKNI may be named as the second supervisor. In this case, the person must
possess doctoral qualifications.
The primary task of the supervising team is to aid a student in completing the thesis, including:
1) Providing guidance and suggestions to the student in composing the thesis research proposal.
2) Conducting supervision for the execution of the thesis research and for the process of data analysis and
its interpretation, writing of the thesis, and writing of the article for scientific publication, as well as
being responsible toward the adequate quality of the thesis.
3) Being responsible for processes of activities and study completion time of the student according to the
established timeframe.
The following is the mechanism for assignment of thesis supervisors:
1) The student must have communicated with the supervisor candidates.
2) The student suggests 2 lecturers, of which at least one must be from the study program of the student.
3) Based on the data in point (1), the Chief of the Study Program examines, provides consideration, and
establishes the supervising team, before passing on the names for the supervising team that have been
established to the Dean of the Faculty to obtain a Decree.
4) Replacement of the first and/or second supervisor after the issuance of the Dean Decree is possible
only if either member of the supervising team becomes permanently unavailable or in the event that
an issue causes the thesis supervising process to not proceed. Changes to the supervising team are
based on objective reasons, as:
a) changes in the topic/title/substance of the thesis,
b) difficulty of communication and consultation between student and supervisor,
c) violations of the code of ethics/morals or harassment/intimidation, and
d) supervisors obtaining new positions/assignments that do not allow the thesis supervisory
process to be conducted well.
Requests of changes to the supervising team are submitted by a student to the Chief of the Study
Program and established by a Decree of the Dean of the Faculty according to the procedure for
establishing the supervising team.
1) Thesis Proposal Examination

The thesis proposal is a plan for research activities that is composed by a student for the Master’s thesis.
In composing the thesis proposal, the student is guided by the supervising team. The student must be able
to explain the thesis proposal logically and systematically, and defend it according to applicable scientific
principles in a proposal examination that is conducted openly by the Head of the Supervising Team. The
examining team for the thesis proposal is made up of 4 lecturers composed of the supervising team (2
people) and lecturers other than the supervising team (2 people), which is established by a Dean Decree
based on the suggestion of the Chief of the Study Program. The proposal examination may be conducted
if it is attended by at least 3 out of the 4 members of the examining team (the 2 non-supervising
examiners must be present). In the case that the first supervisor is unavailable for the proposal
examination, the second supervisor must be delegated to represent the first supervisor. If one of the
examiners becomes unavailable on the day of the examination, the examination must be rescheduled. The
proposal examination cannot be conducted outside its forum. Examination scores are given by all present
members of the examining team. The final score of the thesis proposal examination is the average score
from all examiners. The passing requirement for the thesis proposal is an average grade of at least B.
2) Thesis Research and Writing Execution
After the thesis proposal has been approved, a student must at once conduct the research activities as has
been planned in the proposal. The research activities may be conducted in laboratories in the UB
environment and/or outside of UB, on the field, and/or other places, while still within the guidance and
supervision from the supervising team. The output of research activities is for a student to possess proper
data to be utilized in composing the thesis. Evaluation of the thesis research execution is conducted by the
supervising team (first and second supervisor) according to applicable regulations, including filling out the
Research Record (Consultation Record/Supervision Record) and filling out the research logbook.
36
3) Thesis Research Results Seminar
The requirements for the thesis research results seminar are a TOEFL score ≥ 475 issued by ITP or UB (LDC-
FEB, FIB, and Inbis) and a TPA OTO BAPPENAS score of at least 450.
The thesis research results seminar has the objective to measure or evaluate whether the research
conducted by a student is appropriate to be written or composed as a Master’s Program thesis. The thesis
research results seminar is conducted in front of the examining team for the thesis research results seminar
in an open setting. The composition of the examining team for the thesis research results seminar is the
same as for the examining team for the thesis proposal. The thesis research results seminar may be
conducted if it is attended by at least 3 out of the 4 members of the examining team (the 2 non-
supervising examiners must be present). If one of the examiners becomes unavailable on the day of the
seminar, the seminar must be rescheduled. The thesis research results seminar cannot be conducted
outside its forum. Scores are given by all present members of the examining team. The final score of the
thesis research results seminar is the average score from all examiners. The evaluation results are utilized
to decide whether or not the student may proceed with the thesis examination. The passing requirement
for the thesis research results seminar is an average grade of at least B for the student.
4) Thesis Examination
The thesis examination is the final examination of a Master’s Program student in the environment of the
Faculty, and is conducted in a closed setting. In the thesis examination, the student must be able to explain
the thesis logically and systematically, and defend it according to applicable scientific principles. The
examining team for the thesis examination is made up of 4 lecturers, with the same composition as for the
examining team for the thesis proposal and the examining team for the thesis research results seminar.
The thesis examination may be conducted if it is attended by at least 3 out of the 4 members of the
examining team (the 2 non-supervising examiners must be present), and is led by the first supervisor as
the head of the examining team. In the case that the first supervisor is unavailable for the thesis
examination, the second supervisor must be delegated to represent the first supervisor and act as the head
of the examining team. If one of the examiners becomes unavailable on the day of the examination, the
examination must be rescheduled. The thesis examination cannot be conducted outside its forum. If a
member of the examining team (outside the examining team) becomes unavailable, the Chief of the Study
Program designates a substitute lecturer possessing the same field of expertise as the thesis topic of the
student. Evaluation of the thesis examination is conducted by the examining team for the thesis
examination. Examination scores are given by all present members of the examining team. The final score
of the thesis examination is the average score from all examiners. The passing requirement for the thesis
examination is an average grade of at least B. If a lower grade is obtained, the student must repeat the
examination and is given 1 chance to do so. If the student does not pass again, the student is given a special
assignment (by agreement of the supervising team) to revise the thesis, or be declared to have failed the
studies.
5) Scientific Publication
Based on Brawijaya University Rector Regulation Number 52 of Year 2018 Article 3 Paragraph 1 on Scientific
Publications, these (published or accepted) constitute a requirement of students of Master’s Programs
for the thesis examination to be able to be conducted. Students are required to possess at least 1 scientific
article that has been published or accepted for publication. Scientific publications are required in:
- An international seminar proceeding indexed by Scopus, or
- An international journal indexed by Scopus or Web of Science Core Collection, or
- An accredited national journal or of the status of at least Sinta 2, or
- A UB Journal established by the Rector.
The supervising team is required to supervise the writing of the publication article and guide the selection
of seminars/journals for publication. Scientific publications are one of the components of evaluating the
learning results for the thesis. Evaluation of the scientific publication article is conducted by the supervising
team. Standards and criteria of evaluation follow applicable academic stipulations.
37
Referring to Brawijaya University Rector Regulation Number 52 of Year 2018, Article 3 Paragraph 2, the
Examining Team may suggest to the Dean that a student is declared to obtain a Thesis grade of A without
a thesis examination if the student has:
a) At least 2 scientific articles that have been published or accepted for publication in a scientific journal
of at least Sinta 2 accreditation, or
b) At least 1 scientific article that has been published or accepted for publication in a proceeding indexed
by Scopus, or
c) At least 1 scientific article that has been published or accepted for publication in an international
scientific journal indexed by Scopus or Web of Science Core Collection
c) An average grade of A for all stages of examination or seminar for the thesis
d) Had the thesis evaluated and approved by the supervising team, and disseminated in the forum of the
results seminar
Even with the incredible achievement of earning a grade of A without a thesis examination, the thesis must
still be written and turned in to the Academic Sub-Division of the Master’s Programs.
E. Administration for the Completion of Thesis Activities
1) After the student has completed the thesis examination and been declared to pass, the student is given
time of at most 2 weeks to make revisions and turn in the thesis to the Academic Sub-Division of the
Master’s Programs of the Faculty. The thesis must have already been signed by the Supervising Team
and the Chief of the Study Program.
2) If after a time of 2 weeks the student has not made the revisions and turned in the thesis to the
Academic Sub-Division of the Master’s Programs of the Faculty, the grade of the student is lowered by
one level. A grade of A becomes a B+, and a grade of B+ becomes a B.
3) If after a time of 1 month the revisions are not completed, the student must arrange to take the thesis
examination again, and the fees for the examination become the responsibility of the student.
4) If after a time of 2 months or more the revisions are still not completed, the student must repeat the
research with a new title and may request changes in the supervising team, for as long as the study
period is not yet over.
F. Evaluation of Study Success

The procedure of evaluating the study success of students of Master’s Programs in the environment of the
Faculty are conducted as stated in Table 5.3.
Table 5.3 Evaluation of Student Learning in Master’s Programs in the Environment of the Faculty
No. Evaluation Criteria Condition/Requirement Decision/Recommendation
1 Course Evaluation Number of credits ≥ 8 If the conditions are not met, the student is
at the end of Cumulative GPA ≥ 3.00 warned by the Chief of the Study Program to study
semester 1 Course grades ≥ B more actively to improve the GPA in the next
semester.
2 Course Evaluation Number of credits ≥ 16 If the conditions are not met, the student is
at the end of Cumulative GPA ≥ 3.00 evaluated for the studies.
semester 2 Course grades ≥ B
3 Thesis Proposal Passing the Thesis Proposal If the student does not pass, a repeat examination
Examination Examination is conducted. If the student still does not pass, the
(grade ≥ B) student must change the research title and may
request a change of the supervising team.
4 Thesis Research In accordance with the The student conducts routine and scheduled
Execution proposal and being on time consultation with the supervising team. The
(grade ≥ B) student participates actively in the research
group.
5 Thesis Research Passing the Thesis Research If the student does not pass, the student revises
Results Seminar Results Seminar the thesis and/or completes the research data,
(grade ≥ B) and then another seminar is conducted.
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6 Thesis Examination Passing the Thesis If the student does not pass, a repeat examination
Examination is conducted. If the student still does not pass, a
(grade ≥ B) special assignment is given by the supervising
team followed by a repeat examination (max 1
semester). If again the student still does not pass,
the student is declared to have failed the studies
(dropped out - DO).
7 Scientific Possession of at least one Consultation is conducted routinely and on
Publication scientific publication in the schedule with the supervising team. The student is
form of seminar proceedings actively participating in activities in the research
indexed by Scopus or in a group.
reputable national or
international journal
(established by UB based on
Brawijaya University Rector
Regulation Number 52 of
Year 2018)
(grade ≥ B)
8 End-of-Study Length of study ≤ 8 If the student does not graduate within 4 years (8
Evaluation semesters (4 years) semesters), the student is declared to have failed
the studies (dropped out - DO).
G. Judicium and Passing Categories

Rector Regulation Number 22 of Year 2015 Chapter I Article 1 Paragraph 3 states that judicium is a decree
of the Dean that establishes that a student has completed the studies and is declared to have passed according
to the requirements of passing for the Faculty.
A student of Master’s Programs in the environment of the Faculty is declared to have passed if the student
has completed the entirety of the study load established by each Study Program and achieved the graduate
learning targets that are established by the Study Program. Judicium for the Master’s Programs may be
conducted if the student has:
1) Completed the entirety of coursework, thesis, and other academic assignments with a Cumulative GPA
of ≥ 3.00.
2) Completed all other requirements established by the Study Program.
A student of Master’s Programs of the Faculty is declared to have passed if these two conditions are met.
The passing of a Master’s Program student may be given a category of satisfactory, very satisfactory, or with
praise, with the following criteria:
1) The student passes with a category of “with praise” (cum laude), if the student has:
a) A Cumulative GPA of > 3.75, a thesis grade of A, and no grade less than a B;
b) At least 2 scientific publications in an accredited national journal or reputable international
journal (established by Brawijaya University based on Brawijaya University Rector Regulation
Number 52 of Year 2018), with at least one as the first author; and
c) A length of study of at most 5 semesters.
2) The student passes with a category of “very satisfactory” if the student has a Cumulative GPA of > 3.50
and not all conditions in point (1) are met.
3) The student passes with a category of “satisfactory” if the student has a Cumulative GPA between 3.00
and 3.50.
39
CHAPTER VI
EXECUTION OF EDUCATION IN DOCTORAL PROGRAMS
A. Academic Requirements of Candidate Students

The following are, among others, the academic requirements for candidate students of the Doctoral Study
Programs in the environment of the Faculty of Mathematics and Natural Sciences as stated in Brawijaya
University Rector Regulation Number 428/PER/2012:
1) Possession of a Master’s (S2 or equivalent) diploma from a study program that has been accredited
to a minimum of B by the BAN-PT or other institutions recognized by the Ministry of Research,
Technology, and Higher Education. Master’s educational backgrounds that are required by each
Doctoral Program are detailed in Table 6.1.
2) Minimum Cumulative GPA of 3.00 on a scale of 0-4, or 7.50 on a scale of 0-10.
3) TOEFL certificate with a minimum score of 475 (or another equivalent certificate) issued by the ITP
or UB (LDC-FEB, FIB, and Inbis).
4) Passing certificate for the TPA OTO-BAPPENAS with a minimum score of 450.
5) Other requirements established by the respective study program.
Table 6.1 Master’s Educational Backgrounds of Doctoral Candidates in the Environment of the Faculty
Study Program Master’s Educational Background
Doctor of Biology Biology, Medicine, Chemistry, Pharmacy, Agriculture, Animal Husbandry,
Fishery, Forestry, and Health Science.
Doctor of Chemistry Chemistry, Pharmacy, Biology, Chemical Engineering, Environmental
Engineering, Medicine, Agrocomplex Studies, Physics, Mathematics, and
Electrical Engineering.
Doctor of Physics Physics, Geophysics, Instrumentation, Geology, Physical Engineering,
Electrical Engineering, Mechanical Engineering, and Biomedical Engineering.
Doctor of Mathematics Mathematics, Statistics, Physics, Computer Science, Informatics Engineering,
and other Engineering.
Doctoral Programs in the environment of the Faculty also accept foreign (international) student candidates.
Academic requirements for foreign student candidates are, in principle, the same as the requirements for
domestic students, with the following several additional requirements:
1) A minimum of “good” passing category for the previous level of education (in lieu of a Cumulative
GPA).
2) Able to speak Indonesian, at the minimum for daily life.
3) Learning permit from the Embassy and Minister of Education and Culture (or designated officials).
4) Statement of details on the scholarship covering the tuition (if a scholarship is received).
B. Learning Competences
The following are the learning competences of Doctoral Programs in the Environment of the Faculty, which are
stated as learning targets and refer to Ministry of Research, Technology, and Higher Education of the Republic
of Indonesia Regulation Number 44 of Year 2015 on National Standards for Higher Education:
1) Attitude
Graduates of Doctoral Programs in the environment of the Faculty must possess the following attitudes:
a) believing in the One and Supreme God and demonstrating a religious character;
b) holding in high regard the values of humanity in conducting tasks based on religion, morals, and ethics;
c) contributing to the improvement of the quality of life in society, the state, the nation, and civilization
based on the Pancasila;
40
d) playing the role of a citizen who is proud of and loves the homeland, possessing nationalism and a sense
of responsibility to the state and the nation;
e) appreciating diverse cultures, views, religions, and beliefs, as well as the opinions or original findings of
other people;
f) cooperating and possessing social sensitivity toward society and the environment;
g) being legally obedient and disciplined in living in society and the nation;
h) internalizing academic values, norms, and ethics;
i) showing independent responsibility for the work conducted in the field of expertise; and
j) internalizing the spirits of independence, hard work, and entrepreneurship.
2) Knowledge Mastery
Graduates of Doctoral Programs in the environment of the Faculty are required to possess competence in
knowledge mastery as established by the study program.
3) General and Specific Skills

Graduates of Doctoral Programs in the environment of the Faculty are required to possess the following
general skills:
a) being able to discover or develop new scientific theories/conceptions/ideas, and provide contributions
to the development and application of science and/or technology that consider and apply values of
humanity in the field of expertise, by creating a scientific research based on scientific methodology as
well as logical, critical, systematic, and creative thinking;
b) being able to compose an interdisciplinary, multidisciplinary, or transdisciplinary research, including
theoretical and/or experimental studies in the field of science, technology, art, and innovations, that
are expressed in the form of a dissertation as well as a paper that is published in a reputable
international journal;
c) being able to select research that is appropriate, current, advanced, and advantageous to humanity
through interdisciplinary, multidisciplinary, or transdisciplinary approaches, in order to develop and/or
create resolutions to problems in the field of science, technology, art, or society, based on the results
of studies on the availability of internal and external resources;
d) being able to develop a research roadmap with interdisciplinary, multidisciplinary, or transdisciplinary
approaches, based on studies on the primary target of the research and its constellation of broader
targets;
e) being able to compose arguments and solutions to science, technology, or art based on critical
viewpoints on facts, concepts, principles, or theories that may be held accountable by science and
academic ethics, and to communicate them through mass media or directly to society;
f) being able to demonstrate academic leadership in the management, development, and guidance of
resources and organizations under the responsibility of the graduate;
g) being able to manage, including to store, audit, secure, and rediscover data and information of research
results under the responsibility of the graduate; and
h) being able to develop and maintain collegial and peer relationships in the own environment or through
networks of cooperation with communities of researchers outside the institution.
Graduates of Doctoral Programs in the environment of the Faculty are also required to possess competences
of special skills (if any) as established by the Study Program.
C. Curriculum
The organization of education in the Doctoral Programs in the environment of the Faculty is conducted through
Semester Credits. Doctoral Programs in the environment of the Faculty are fundamentally educational programs
that are oriented to research. Even so, in order to conduct a good research, it becomes necessary to master
theories that are related to the theme of the research to be conducted for the dissertation. As such, Doctoral
Programs in the environment of the Faculty requires students to take several courses within a curriculum. The
courses are to provide support for the research, and therefore the offered courses are designed as courses to
support the dissertation.
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1) Credit Load and Length of Study
a) For students of doctoral programs in the environment of the Faculty whose Master’s educational
backgrounds are of the same or similar field, the study load is 42-52 credits composed of the
dissertation (28-32 credits) and required and dissertation-supporting courses (10-20 credits) that
are scheduled to be taken within 6 semesters, and may be completed in less than 6 semesters and
at most 14 semesters.
b) For students of doctoral programs in the environment of the Faculty whose Master’s educational
backgrounds are of a different field, the doctoral program is scheduled to be taken within a period
of at least 6 semesters and at most 14 semesters. The credit load is as stated in point (a), with the
addition to deficiency/matriculation courses up to a maximum of 12 credits. The credit load and
kinds of deficiency/matriculation courses are established by the respective study program.
2) Curriculum Structure
The curriculum structure and study load of Doctoral Programs in the environment of the Faculty (not
including deficiency/matriculation courses) is detailed in Table 6.2. Formulation of the curriculum and
planned activities for each semester along with the expected competences is given by each Study
Program. Based on Minister of Research, Technology, and Higher Education Regulation Number 44 of
Year 2015 revised as Minister of Education and Culture Regulation Number 3 of Year 2020 on National
Standards for Higher Education, it is explained that the study load of doctoral program students is at
least 42 credits.
Table 6.2 Curriculum Structure of Doctoral Programs in the Environment of the Faculty
Courses and Special Assignments/ Qualification Examination /Dissertation Credit Load
(a) Courses and Special Assignments:
(1) Required study program courses
10-20
(2) Required courses supporting the dissertation
(3) Special assignments (if any)
(b) Qualification Examination No credits
(c) Dissertation: 28-32
(1) Dissertation Proposal Examination
(2) Dissertation Research Execution
(3) Scientific Publication in an International Seminar (≥ 1 time)
(4) Scientific Publication in an International Journal (≥ 2 paper)
(5) Dissertation Research Results Seminar
(6) Dissertation Content Appropriateness Examination
(7) Dissertation Final Examination
Total Credits 42-52
The outline of curriculum execution of Doctoral Programs in the environment of the Faculty is
summarized below:
Courses and Special Assignments
For students who possess a different field (not in-line), all matriculation courses must be taken in
semester 1, and thus the core courses of the doctoral program can only then be taken starting in
semester 2. For students who possess the same field (in-line), the core courses of the doctoral program
can be immediately taken in semester 1. The core courses of the doctoral program are required courses
of the study program and courses supporting the dissertation, for which the kinds and credit loads are
determined by each study program. Course activities in the doctoral program emphasize more on the
system of presenting and reviewing the discussion materials/topic for the course. Evaluation of the
courses is conducted by the lecturer or team of lecturers teaching the specific courses. The passing
requirement for each course is a grade of at least B. In addition to structured courses, doctoral study
programs in the environment of the Faculty may implement the provision of special assignments to
students. The form, requirements, and evaluation of the special assignments are left up to each study
program, while still following applicable principles and regulations.
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Qualification Examination
The qualification examination is conducted to evaluate the academic capabilities of a student of a
doctoral program as a requirement for the dissertation proposal examination before conducting the
research activities for the dissertation. The requirement for taking the qualification examination is that
the student must have passed all courses that are provided with at least a grade of B. The materials
and components of evaluation for the qualification examination cover:
a) Comprehensive mastery of materials in the courses that have been taken in the curriculum,
both of theory and application in the field of research that becomes the study focus.
b) Reasoning capabilities, including capabilities to create abstractions, systematizations, and
formulations of ideas.
The passing requirement for the qualification examination is for the student to obtain a grade of at
least B from each examining lecturer. The methodology of the qualification examination is explained in
its own section.
Dissertation
A dissertation is the academic written work of the results of the study and/or in-depth research of a
student that is conducted independently and contains new contributions for the development of
science or the discovery of new answers for problems of science that is composed by the doctoral
candidate with the supervision of the Supervising Team (promotor and co-promotor). The supervising
process for the dissertation officially begins after the student has been declared to pass the
qualification examination. A student who has passed the qualification examination is required to
process the establishment of the supervising team immediately, which is composed of 1 promotor and
2 co-promotors. The establishment of the supervising team is conducted by the Dean of the Faculty by
suggestion of the Chief of the Study Program. After the student obtains a supervising team, the student
is required to consult with the supervisors for each academic activity that will be conducted.
Fundamentally, a dissertation may be evaluated based on:
a) Originality and contributions toward the field of discipline and/or value of application.
b) State-of-the-art methodologies and research approaches, depth of reasoning, and
fundamental mastery of theory.
c) Systematics of ideas and precision of problem formulation, discussion of research results, and
conclusion.
Activities for the dissertation cover the various details as stated in Table 6.2 point (c), and the study
program has the obligation of establishing the individual credit load of each of the components. Details
regarding the dissertation is explained in its own section.
3) Unstructured Curriculum
In addition to the structured curriculum, students of doctoral programs in the environment of the
Faculty are required to make reviews of journals according to the field of study or research of their
dissertations, of at least 50 titles (or as established by the Study Program). Students are required to
present their review results in their research group, which is attended and coordinated by the promotor
or the co-promotor. The objective of this activity is for students to find out the current (state-of-the-
art) scientific developments in their fields of research, and to be able to position themselves in research
activities that are oriented to the future. The technical execution is regulated by each Chief of the Study
Program.
D. Execution of the Qualification Examination

A student of the Doctoral Program has the right to take the qualification examination after having passed all the
courses with a Cumulative GPA ≥ 3.00 and no grade less than a B. The qualification examination is conducted in
speaking and writing to evaluate the academic capabilities of a student in conducting the research process for
the dissertation. The qualification examination is scheduled to be conducted at the start of semester 2 or another
time determined by the Chief of the Study program with consideration of the preparedness of the student. The
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qualification examination is taken by all students who meet the conditions. The qualification examination is
conducted in a closed setting. The document format for the qualification examination depends on the Study
Program.
The following are the methods for the qualification examination:
1) The qualification examination is conducted by 3 lecturers of the Study Program who are the candidate
supervisors for the student. The examining lecturers are designated by the Chief of the Study Program
through a coordination meeting of lecturers of the Study Program.
2) The primary supervisor candidate (promotor candidate) acts as the head of the examining team.
3) Each of the designated examining lecturers individually informs the student about the materials to be
examined.
4) The examination is conducted at a predetermined (prescheduled) time and place.
5) The examining lecturers provide their evaluations for the examination in a form that has been
prepared by the Doctoral Program in the environment of the Faculty.
The following are the conditions for the qualification examination:
1) The student is declared to pass the qualification examination if the student obtains a grade of at least
a B from each examining lecturer.
2) If the student does not pass the qualification examination, the student is given a chance to repeat the
qualification examination. The repeat qualification examination is conducted at least one month after
the first qualification examination.
3) If the student still does not pass the repeat qualification examination, the student is declared to have
failed the studies for the Doctoral Program in the environment of the Faculty.
4) The Chief of the Study Program conducts a coordination meeting with all qualification examination
lecturers (of all students) in which they then provide summaries and conclusions of the research results
of each student.
E. Dissertation Supervising Team

The supervising process for the dissertation officially begins after the student has been declared to pass the
qualification examination. To fulfill the obligations of the dissertation, a student is led by a supervising team. The
supervising team is composed of 1 promotor and 2 co-promotors. The establishment of the supervising team is
conducted by the Dean of the Faculty by suggestion of the Chief of the Study Program. The primary task of the
supervising team is to aid a student in completing the dissertation, which involves:
1) Providing guidance and suggestions to the student in the process of composing suggestions for
dissertation research.
2) Conducting supervision for the execution of the dissertation research, guidance for the process of data
analysis data and interpretation, guidance of writing the article for scientific publication, and guidance
for the writing of the dissertation, as well as being responsible toward the adequate quality of the
dissertation.
3) Being responsible for processes of activities and study completion time of the student according to the
established timeframe.
Promotor (first supervisor) requirements:
1) Permanent and still active lecturer in the Study Program.
2) Possession of doctoral degree and an academic position of at least Associate Professor.
3) In the past 5 years, possession of at least 1 scientific work as a primary author and/or as a corresponding
author in a reputable international journal recognized by the Minister of Research, Technology, and
Higher Education.
4) Possession of expertise in the relevant field of study with the research topic of the dissertation of the
student.
5) In the same period, is not currently supervising more than 3 doctoral students as a promotor and more
than 6 doctoral students in total.
Co-promotor (second supervisor) requirements:
1) Possession of doctoral degree and an academic position of at least Assistant Professor.
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2) In the past 5 years, possession of at least 1 scientific work as a primary author and/or as a corresponding
author in a reputable international journal recognized by the Minister of Research, Technology, and
Higher Education.
3) Possession of expertise in the relevant field of study with the research topic of the dissertation of the
student.
4) In the same period, is not currently supervising more than 6 doctoral students in total.
5) Based on “special considerations”, a student can suggest a co-promotor from outside of UB that may
help to smoothen the progress of student activities of completing the dissertation, with the
requirement of point (3) being fulfilled and possession of KKNI level 9 competence.
Mechanism of Supervisor Designation:
1) The student must have communicated with the supervisor candidates.
2) The student suggests 3 lecturers, of which at least one must fulfill promotor requirements.
3) The promotor and one of the co-promotors must be from UB, and the other co-promotor may be from
outside of UB.
4) Based on the data in point (1), the Chief of the Study Program organizes a consultation and coordination
meeting with the team of the Study Program Lecturer. Based on certain objective considerations, the
results of the consultation and coordination meeting for the supervisors may be different from what is
suggested by the student.
5) The Chief of the Study Program passes on the names of the promotor and co-promotor that have been
established based on the results of the consultation and coordination meeting to the Dean of the
Faculty to obtain agreement or establishment.
6) Replacement of the promotor and/or co-promotor is possible only if either member of the supervising
team becomes permanently unavailable or in the event that an issue causes the dissertation supervising
process to not proceed. Changes to the supervising team are based on objective reasons, as:
a) changes in the topic/title/substance of the dissertation,
b) difficulty of communication and consultation between student and supervisor,
c) violations of the code of ethics/morals or harassment/intimidation, and
d) supervisors obtaining new positions/assignments that do not allow the dissertation
supervisory process to be conducted well.
7) Requests of changes to the supervising team are submitted by a student to the Chief of the Study
Program and established by a Decree of the Dean of the Faculty according to the procedure for
establishing the supervising team.
F. Dissertation Proposal Examination

After having been declared to pass the qualification examination and obtaining a supervising team, a student
may formally execute the activities of the dissertation. The activities of the dissertation initially begin with the
composition of the dissertation proposal. The dissertation proposal is a written work of the student that contains
the planned research activities as the final assignment for taking part in studies in a Doctoral Program. In
composing the dissertation proposal, the student must consult with all of the supervising team. The dissertation
research proposal is composed by following the writing guidelines that have been established by the Faculty
according to the Study Program. The dissertation proposal examination is conducted in an open setting.
After the proposal has gained the approval of the supervising team, the student arranges to take the dissertation
proposal examination to the Academic Sub-Division of the Doctoral Programs of the Faculty. Next, the Chief of
the Study Program designates 2 members of the examining team based on input from the supervising team, and
establishes a schedule for the dissertation proposal examination. The dissertation proposal examining team is
established based on a Decree of the Dean of the Faculty.
The following are the requirements of the members of the examining team for the dissertation proposal:
1) Possession of academic qualifications of at least the same as the qualifications of a co-promotor.
2) Possession of expertise that is relevant to the research topic of the student.
The following are the conditions for the dissertation proposal examination:
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1) The dissertation proposal examination is organized in seminar form, conducted in an open setting, and
required to be attended by at least 2 members of the supervising team and 2 members of the examining
team. In the case that the promotor is unavailable for the proposal examination, co-promotor I (from
UB) must be delegated to represent the promotor.
2) The dissertation proposal examination cannot be conducted outside its forum.
3) The time allotment for the dissertation proposal examination is at most 2 hours.
4) The evaluation for the results of the dissertation proposal examination covers these components:
a) Depth and coverage of research materials, as well as contributions of research results to the
development of science, technology, and society.
b) Mastery of research methods.
c) Mastery of scientific materials.
d) Student capabilities in presenting scientific arguments.
e) Composition of the dissertation proposal.
5) The student is declared to pass the dissertation proposal examination if the student obtains an average
grade of at least B. The dissertation proposal examination may be repeated 1 time for a student who is
declared to not pass the first dissertation proposal examination. If the student still does not pass the
repeat examination, the student is required to change the research title and may request changes of
the promotor or co-promotor, and starts the process of composing the dissertation proposal from the
beginning.
G. Dissertation Research Execution

After the dissertation proposal has been approved, a student must at once conduct the research activities as has
been planned in the proposal. The research activities may be conducted in laboratories in the environment of
UB and/or outside of UB, on the field, and/or other places, while still within the guidance and supervision from
the supervising team. A student is require to utilize a logbook to document the process or activities of the
research as well as to facilitate communication with the supervising team.
The activity of research monitoring and evaluation is required to be conducted by the supervising committee of
a student who has passed the proposal examination. This activity is conducted each semester and has the
objective to observe the research progress of the student. This activity is conducted in the form of a progress
report seminar that is attended by the supervising team and the monitoring and evaluation team (Chief of the
Study Program or a representative, and one lecturer designated by the Chief). This activity does not result in an
evaluation; rather, it is one of the facilities to monitor student research as well as to prevent plagiarism.
Monitoring and evaluation of student research by the supervising committee is conducted at least 2 times during
the period of the research, and is supplemented by a report of the activity.
The output of research activities is for a student to possess proper research data for publication in international
scientific seminars and/or published in a reputable international journal, and to be utilized in composing the
dissertation. Evaluation of the dissertation research execution is conducted by the supervising team (promotor
and co-promotor) according to applicable regulations, including filling out the Research Record (Consultation
Record/Supervision Record) and filling out the research logbook.
H. Scientific Publication in an International Seminar

After a student possesses proper research data from the research activities, the student may publish the
research results in an international seminar forum. A student who is about to bring the results of the research
to a seminar is required to consult with the promotor team regarding the materials for the seminar paper and
other matters related to the seminar. The following are the obligated conditions for an international seminar for
Doctoral Programs in the environment of the Faculty:
1) At least 1 international seminar activity (as a presenter, and the full text is published in a proceeding
indexed by Scopus) if the international seminar is conducted outside the country, or
2) At least 2 international seminar activities (as a presenter, and the full text is published in a proceeding
indexed by Scopus) if the international seminar is conducted within the country.
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I. Scientific Publication in an International Journal
A student of Doctoral Programs in the environment of the Faculty is required to publish the results of the
research in a reputable international and/or national journal recognized by the Minister of Research, Technology,
and Higher Education. Brawijaya University Rector Regulation Number 52 of Year 2018 Article 4 Paragraph (1)b
and Article 5 Paragraph (1) states that publication in a reputable international journal is required for all doctoral
candidates at UB, in the environment of the Faculty. The following are the obligated conditions for publication
in an international journal for Doctoral Programs in the environment of the Faculty:
1) At least 2 articles published in an international scientific journal indexed by Scopus or Web of Science
Core Collection, possessing an impact factor of at least 0.1 or Microsoft Academic Search, and being
listed as the first author, or
2) 1 scientific article in a scientific journal as stated in point 1) and 1 article in an international seminar
proceeding indexed by Scopus.
J. Dissertation Research Results Seminar

The requirements for the Dissertation Research Results Seminar are a TOEFL score ≥ 475 issued by ITP or UB
(LDC-FEB, FIB, and Inbis) and a TPA OTO BAPPENAS score of at least 450.
The Dissertation Research Results Seminar has the objective to measure or evaluate whether the research
conducted by a student is appropriate to be written or composed as a dissertation for a Doctoral Program. The
following are the conditions for the dissertation research results seminar:
1) The dissertation research results seminar is conducted in an open setting and required to be attended
by at least 2 members of the supervising team and 2 members of the examining team. In the case that
the promotor is unavailable for the dissertation research results seminar, co-promotor I (from UB) must
be delegated to represent the promotor.
2) The dissertation research results seminar cannot be conducted outside its forum.
3) The time allotment for the dissertation research results seminar is at most 2 hours.
4) The evaluation for the results of the dissertation research results seminar covers these components:
a) Depth and coverage of research materials, as well as contributions of research results to the
development of science, technology, and society.
b) Mastery of research methods.
c) Mastery of scientific materials.
d) Student capabilities in presenting scientific arguments.
e) Results of the research, as well as the analysis, interpretation, and synthesis of data.
f) Composition of the dissertation.
5) The student is declared to pass the dissertation research results seminar if the student obtains an
average grade of at least B. The dissertation research results seminar may be repeated 1 time for a
student who is declared to not pass the first dissertation research results seminar. If the student still
does not pass the repeat seminar, the student is required to change the research title and may request
changes of the promotor or co-promotor, and starts the process of composing the dissertation proposal
from the beginning.
K. Dissertation Content Appropriateness Examination

The dissertation content appropriateness examination has the objective to measure or evaluate whether the
dissertation written by a student is proper as a Doctoral Program dissertation. A dissertation is the academic
written work for the results of a study and/or in-depth research that is conducted independently and contains
new contributions for the development of science or the discovery of new answers for problems of science that
is composed by a doctoral candidate with the supervision of the promotor and co-promotors. The
appropriateness of a dissertation fundamentally may be evaluated based on:
1) Originality and contributions toward the field of discipline and/or value of application.
2) State-of-the-art methodologies and research approaches, depth of reasoning, and fundamental
mastery of theory.
3) Systematics of ideas and precision of problem formulation, discussion of research results, and
conclusion.
47
The examining team for the dissertation content appropriateness examination is composed of 6 people,
comprising the supervising team (3 people), 2 lecturers outside the supervising team, and 1 reviewer. The
requirements for a member of the examining team for the dissertation content appropriateness examination
are the same as the requirements for those for the dissertation proposal examination. The examining team for
the dissertation content appropriateness examination is established by the Dean of the Faculty by suggestion of
the Chief of the Study Program.
The following are the conditions for the dissertation content appropriateness examination:
1) The dissertation content appropriateness examination is conducted by a student in front of the
examining team and in a closed setting, for at most 2 hours.
2) The dissertation content appropriateness examination is required to be attended by at least 2 members
of the supervising team and 2 members of the examining team. The examination cannot be conducted
outside its forum. In the case that the promotor is unavailable for the dissertation content
appropriateness examination, co-promotor I (from UB) must be delegated to represent the promotor.
3) The evaluation results for the dissertation content appropriateness examination by the present
members of the examining team are utilized to decide whether or not the student may proceed with
the dissertation final examination.
4) The passing requirement for the dissertation content appropriateness examination is an average grade
of at least B for the student. If the student has not passed the dissertation content appropriateness
examination, the student is required to:
a) Revise the dissertation and repeat the examination at most 1 month after the first examination,
if the improperness is caused by an unstructured composition of the dissertation (major error).
b) Continue or complete the research, if the improperness is caused by a lack of materials for the
dissertation. A repeat examination may be conducted if all the members of the supervising
team have given approval and it does not exceed the established time limit.
Procedures and methods for the dissertation content appropriateness examination are regulated in the manual
of procedures for the dissertation content appropriateness examination that is established by the Dean of the
Faculty.
L. Dissertation Final Examination

The dissertation final examination is the last activity for the dissertation in doctoral programs in the environment
of the Faculty. The dissertation final examination is conducted in an open setting. Based on Brawijaya University
Rector Regulation Number 52 of Year 2018, Article 5 Paragraph 1, the following are the requirements for
arranging to take the dissertation final examination:
1) Sufficiency of material for the dissertation, in this case requiring that the student must have completed:
a) International seminars, at least 1 time if conducted outside the country or at least 2 times if
conducted within the country;
b) 2 articles from the results of the dissertation research have been published or accepted for
publication in an issue of reputable international scientific journals indexed by Scopus or Web of
Science Core Collection, possessing an impact factor of at least 0.1 and written by student as the
first author; or
c) 1 scientific article in a scientific journal as stated in letter b) and 1 scientific article in an
international seminar proceeding indexed by Scopus.
d) The material content in each published article is not the same, but constitutes a single unity.
2) Possession of a dissertation that has been approved by all members of the supervising team and
recognized by the Chief of the Study Program.
The dissertation final examination is conducted in an open setting by an examining team established by the Dean
of the Faculty by the suggestion of the Chief of the Study Program. Regulation on the members of the examining
team for the dissertation final examination of Doctoral Programs in the environment of the Faculty refers to
Brawijaya University Rector Decree Number 225/PER/2010 on the Guidelines for Execution of Dissertations. The
following are the established requirements for the examining team for the dissertation final examination:
1) The examining team for the dissertation final examination of Doctoral Programs in the environment of
the Faculty consists of 6 people composed of the 3 members of the promotor team, to which is added
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3 examining lecturers outside the supervising team who possess competence in the field of discipline
of the dissertation of the student being examined.
2) For the examining lecturer outside of the supervising team, at least 1 person must be from an institution
outside of UB and/or may be outside or within the originating institution of the student.
3) The qualification of examiners outside of the supervising team is at least the same as qualifications of
the co-promotors of the student, or the possession of KKNI level 9 competence as required by Minister
of Research, Technology, and Higher Education Regulation Number 44 of Year 2015 (National Standards
for Higher Education) revised as Minister of Education and Culture of the Republic of Indonesia
Regulation Number 3 of Year 2020.
The following are the established conditions for the dissertation final examination:
1) The dissertation final examination may be conducted in a forum attended by at least 2 members of the
supervising team and at least 2 examiners outside of the supervising team, of which one is from an
institution outside of UB. The examination cannot be conducted outside its forum.
2) The dissertation final examination is conducted at most 2 hours, with the material of the dissertation,
covering:
a) Contributions of research results to the development of science, technology, and society.
b) Mastery of research methods and scientific materials of the student.
c) Capability of the promovendus (doctoral candidate) in presenting scientific arguments.
d) Content of the dissertation.
3) The final results of the dissertation final examination are established by mutual agreement according
to the evaluation given by all members of the examining team based on the criteria in point (2).
4) The passing requirement for the dissertation final examination is an average grade of at least B from
the examining team. If a lower grade is obtained, the student must repeat the examination and is given
1 chance to do so, and if the student does not pass again, the promotor team gives the student a special
assignment to improve or increase academic capabilities. Within a period of at most 1 semester, the
student must take another dissertation final examination. If the student still does not pass this final
examination, the student is declared to have failed the studies (dropped out - DO).
Referring to Brawijaya University Rector Regulation Number 52 of Year 2018, Article 5 Paragraph 3, the
Examining Team may suggest to the Dean that a student is declared to obtain a Dissertation grade of A
without a dissertation final examination if the student has:
a) At least 2 scientific articles that have been published or accepted for publication in an international
scientific journal indexed by Scopus or Web of Science Core Collection, with possession of at least Q3
quality, and/or impact factor at least 0.1, and the student as the first author.
b) An average grade of A for all stages of examination or seminar for the dissertation
c) Had the dissertation evaluated and approved by the Promotor Team and disseminated in a scientific
forum in the Faculty or Graduate Program
Even with the incredible achievement of earning a grade of A without a dissertation final examination, the
dissertation must still be written and turned in to the Academic Sub-Division of the Doctoral Programs.
M. Final Grade of the Dissertation

The final grade of the dissertation is a combination of all dissertation components that have been
established by the Study Program and executed by the doctoral candidate student (promovendus) while
conducting dissertation activities. The final grade of the dissertation covers these components:
1) Dissertation Proposal Examination
2) Dissertation Research Execution
3) Scientific Publication in an International Seminar
4) Scientific Publication in an International Journal
5) Dissertation Research Results Seminar
6) Dissertation Content Appropriateness Examination
7) Dissertation Final Examination
The final grade of the dissertation is calculated based on the credit loads established for each of the components.
Next, the administration for the completion of the dissertation is conducted with the following conditions:
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1) After the student has been declared to pass the dissertation final examination, the student is given time
of 2 weeks to make revisions (if necessary). The dissertation that has been revised is signed by the
promotor team and the Chief of the Study Program, and then turned in to the Academic Sub-Division of
the Doctoral Programs.
2) If within a time of 2 weeks the student has not turned in the dissertation to the Academic Sub-Division
of the Doctoral Programs of the Faculty, the grade of the student is lowered by one level.
3) If within a time of 4 weeks the dissertation still has not been turned in to the Academic Sub-Division of
the Doctoral Programs of the Faculty, the student must arrange to take the dissertation final
examination again, and the fees for the examination become the responsibility of the student.
4) If within a time of 2 months or more the revisions are still not completed, the student must repeat the
research with a new title and may change the promotor and/or co-promotor, for as long as the study
period is not yet over.
N. Evaluation of Study Success

The procedure of evaluating the study success of students of Doctoral Programs in the environment of
the Faculty are conducted as stated in Table 6.3.
Table 6.3 Evaluation of Student Learning in Doctoral Programs in the Environment of the Faculty
No. Evaluation Criteria Condition/Requirement Decision/Recommendation
1 Course Evaluation at Number of credits ≥ 8 If the conditions are not met, the student is
the end of semester 1 Cumulative GPA ≥ 3.00 warned by the Chief of the Study Program to
Course grades ≥ B study more actively to improve the GPA in the
next semester.
2 Course Evaluation at Number of credits ≥ 16 If the conditions are not met, the student is
the end of semester 2 Cumulative GPA ≥ 3.00 evaluated for the studies.
Course grades ≥ B
3 Qualification Passing the Qualification If the student does not pass, a repeat
Examination, conducted Examination examination is conducted. If the student still
≥ semester 2 (grade ≥ B) does not pass, the student is evaluated for the
studies.
4 Proposal Examination Passing the Proposal If the student does not pass, a repeat
Examination examination is conducted. If the student still
(grade ≥ B) does not pass, the student must change the
research title and may request a change of the
supervising team.
5 Research Execution In accordance with the The student conducts routine and scheduled
proposal and being on consultation with the supervising team. The
time student participates actively in the research
(grade ≥ B) group.
6 International Seminar See details in Section H The student conducts routine and scheduled
(grade ≥ B) consultation with the supervising team. The
student participates actively in the research
group.
7 Publication in a See details in Section I The student conducts routine and scheduled
Reputable International (grade ≥ B) consultation with the supervising team. The
Journal (recognized by student participates actively in the research
the Ministry) group.
8 Research Results Passing the Dissertation If the student does not pass, the student
Seminar Research Results revises the dissertation and/or completes the
Seminar research data, and then another seminar is
(grade ≥ B) conducted.
9 Dissertation Content Passing the Dissertation If the student does not pass, the student
Appropriateness Content Appropriateness revises the dissertation and/or completes the
Examination Examination (grade ≥ B) research data, and then a repeat examination
is conducted.
50
10 Dissertation Final Passing the Dissertation If the student does not pass, a repeat
Examination Final Examination examination is conducted. If the student still
(grade ≥ B) does not pass, a special assignment is given by
the supervising team followed by a repeat
examination (max 1 semester). If again the
student still does not pass, the student is
declared to have failed the studies (dropped
out - DO).
11 End-of-Study Evaluation Length of study ≤ 14 If the student does not graduate within 7 years
semesters (7 years) (14 semesters), the student is declared to have
failed the studies (dropped out - DO)
O. Judicium and Passing Categories

Rector Regulation Number 22 of Year 2015 Chapter I Article 1 Paragraph 3 states that judicium is a decree
of the Dean that establishes that a student has completed the studies and is declared to have passed according
to the requirements of passing for the Faculty.
A student of Doctoral Programs in the environment of the Faculty is declared to have passed if the student
has completed the entirety of the study load established by each Study Program and achieved the graduate
learning targets that are established by the Study Program. Judicium for the Doctoral Programs may be
conducted if the student has:
1) Completed the entirety of coursework and other academic assignments with a Cumulative GPA of ≥
3.00.
2) Participated in an international seminar as required, and as a presenter; the article must be published
in a proceeding indexed by Scopus.
3) Published the scientific article in a reputable international journal as required.
4) Passed the Dissertation Final Examination with at least a grade of B.
5) Completed all other requirements established by the Study Program.
A student of Doctoral Programs in the environment of the Faculty is declared to have passed if all of these
conditions are met.
The passing of a Doctoral Program student may be given a category of satisfactory, very satisfactory, or with
praise, based on the following criteria:
1) The student passes with a category of “with praise” (cum laude), if the student has:
a) A Cumulative GPA of > 3.75, a dissertation grade of A, and no grade of B;
b) At least 2 scientific articles that have been published in a reputable international journal
indexed by Scopus or Web of Science Core Collection, with possession of at least Q3 quality
and/or impact factor at least 0.1, both with the student as the first author; and
c) A length of study of at most 8 semesters.
2) The student passes with a category of “very satisfactory” if the student has a Cumulative GPA of ≥ 3.51
and not all conditions in point (1) are met.
3) The student passes with a category of “satisfactory” if the student has a Cumulative GPA of ≥ 3.00 and
not all conditions in point (2) are met.
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CHAPTER VII
EDUCATION ADMINISTRATION
A. New Student Enrollment System

Enrollment of new students in the graduate programs (Master’s and doctoral) is conducted in the odd semester
and the even semester. Registration for the odd semester takes place from the beginning of March to the end
of July, while for the odd semester takes place from September to December. The selection process of new
students for the Master’s programs and doctoral programs is conducted with these stages: (1) administrative or
form selection, (2) written test, and (3) interviews. From the results of the selection, student candidates who
are lacking in academic requirements are required to participate in an adjustment or matriculation program.
The execution of the short semester or matriculation is organized by the respective study program.
New student enrollment for the Master’s Programs and Doctoral Programs in the environment of the Faculty is
conducted with consideration of the following matters:
1) Fulfillment of academic requirements.
2) Fulfillment of administrative requirements.
3) Fulfillment of study program carrying capacity.
The following is the procedure for new student registration for the Master’s Programs and Doctoral Programs in
the environment of the Faculty of Mathematics and Natural Sciences:
1) An applicant fills out an online form provided at the web address mipa.ub.ac.id after obtaining the
password.
2) The filled-out form is then printed (downloaded) in order to be sent directly (by post) to the address of
the Master’s Programs and Doctoral Programs of the Faculty at:
Sub Bagian Akademik Program Magister dan Program Doktor
Fakultas MIPA Universitas Brawijaya
Jl. Veteran 2 Malang 65145
Tel./Fax. (0341) 554403
E-mail: pascamipa@ub.ac.id; pascamipa@gmail.com
These are attached to the application:
a) Latest passport photo of a size of 4 cm x 6 cm (4 copies).
b) Copies of diplomas and academic transcripts that have been legalized: Undergraduate/Sarjana
(for a Master’s Program), or Undergraduate and Master’s (for a Doctoral Program).
c) Letters of recommendation from two people who can provide an evaluation for the academic
capacity of the applicant.
d) Commission or learning permit from a superior (if the applicant is already working).
e) Notice from the party responsible for funding the study.
f) Resume (CV) of the application.
g) Photocopy of an English language competence certificate (such as TOEFL)
h) Photocopy of the TPA OTO-BAPPENAS certificate.
i) Photocopy of a currently valid ID card or passport.
j) Scientific works: journal, books, papers that have been published in proceedings, or other forms
of academic works (if any).
k) Outline of research plans (required for Doctoral Programs)
l) Proof of payment for the student registration fee that is paid through the account of the Rector
of Brawijaya University.
Student candidates who are declared to fulfill the requirements (to pass the form selection) will be called to
participate in a written test and interviews. The objective of a written test and interviews is to find out the
academic capabilities of candidates in participating in Master’s Programs and Doctoral Programs in the
environment of the Faculty. From the results of the conducted test, the selection team for Master’s Programs
52
and Doctoral Programs in the environment of the Faculty (as the authoritative institution to establish those who
pass selection) will pass on the names of candidates who pass selection to the Dean of the Faculty. The Dean of
the Faculty will then issue a Decree on the names of student candidates who are accepted as students of the
Master’s Programs and Doctoral Programs in the environment of the Faculty.
B. Student Re-Registration
To meet the necessary demands of semester credits, the execution of education administration is conducted in
a centralized, with utilization of the online Academic Information System (SIAKAD). For a good execution of
semester credits, there are several administrative requirements that must be met:
1) Provision of Student ID (NIM)
2) Availability of guidebooks or manuals, which contain, among others:
a) General stipulations for education administration.
b) Courses for a study program according to its level, covering the position, characteristics, credit
loads, and prerequisites (if any).
c) Numbers of credits of required and elective courses for the completion of each study program.
d) The courses that are offered during the study.
3) Designation of lecturers Academic Supervisors, whose duties include:
a) Guiding students in composing study plans and providing considerations to students in selecting
courses to be taken for the current semester.
b) Providing considerations to students on the number of credits that may be taken.
c) Observing the developments in the studies of students who are being supervised.
d) Providing other advice that affect studies, whether directly or not.
e) Reporting the learning progress of students who are being supervised to the Dean.
All students (new and old) are required to conduct re-registration according to the scheduled times. Re-
registration of students is handled directly by the academic administration of the University and Faculty and is
conducted twice in each academic year, at the beginning of both the Odd Semester and Even Semester of the
academic year.
1) Objective
a) To regulate the execution academic activities in each semester.
b) To find out the size of the student body and the number of students who actively participate in
academic activities in each semester.
c) To obtain data on the activities and conditions of students.
2) Place and Time of Re-Registration
a) The place of re-registration is the Academic Division of the University and the Faculty.
b) The time of re-registration is in accordance with the established academic calendar, and there are
no extensions.
3) Requirements for Re-Registration
There are 2 kinds of registration, which are administrative registration (payment of tuition) and
academic registration (making online course selections). Payment of tuition is conducted at a Bank
designated by the University. Old students are required to perform online academic registration
through the SIAM. If there are any difficulties in performing administrative registration or academic
registration, the Faculty may be queried.
4) Failure of Re-Registration
a) A student who does not re-register in one semester without obtaining approval from the Rector is
declared to be inactive for the semester.
b) A student, for certain reasons, may request a temporary leave of absence to the Rector at most 1
week after the deadline for re-registration.
5) Additional Stipulations on Re-Registration
53
a) Students who obtain new student cards, but the data on the cards do not match student data, may
report to the Academic Sub-Division of the University to have the card replaced. The student may
temporarily use the student card until the student obtains a proper student card replacement.
b) Students who during re-registration cannot show the student cards of the previous semester (such
as due to loss) at the time of re-registration must show an approval from the Rector; the approval
is obtained by filing a request to the Rector with explanations of reasons that are affirmed by the
Dean of the Faculty.
c) Students who during re-registration cannot be present because of certain reasons may conduct re-
registration by sending a registered letter, telegram, and telex with notice of proof of delivery.
C. Requirements for Living In

Students of master’s programs and doctoral programs in the environment of the Faculty are required to be
present at UB to participate in course activities for at least 2 semesters with a full load in the first year of courses.
After arriving at the stage of research for and composition of the thesis or dissertation, students are allowed to
conduct research and composition inside or outside UB. For students of doctoral programs, after the research is
completed, students are required to be present at UB for at least 6 months to conduct the results seminar,
dissertation content appropriateness examination, and dissertation final examination. Therefore, the
requirements for living in for students of doctoral study program is at least 3 semesters with a full load.
D. Study Planning for Students

Study planning for a student in a current semester is conducted by filling out the Course Selection (Kartu Rencana
Studi, KRS), or Course Change (Kartu Perubahan Rencana Studi, KPRS) forms provided by the Academic Sub-
Division of the Master’s Programs and Doctoral Programs of the Faculty, and these may be obtained by showing
an applicable Student Card for the current semester.
1) Determining the Semester Study Plan
Determining the semester study plan is conducted with the guidance of the Academic Supervisor that has
been assigned. For new students, the study plan is required to take the study load that has been established
by the study program. Determining the study plan for the next semester is then conducted based on the
achievements attained by a student in the previous semester. The size of the study load that may be taken
in the next semester is determined by the GPA with approval of the Academic Supervisor. The student then
fills out course selections online according to the schedule that has been established. Next, the printout
for course selections is distributed according to applicable conditions.
2) Changing the Study Plan
Changing the study plan is the dropping of a selected course and adding another course within the same
semester. Changing the study plan is conducted by filling out the Course Change form that is then approved
by the Academic Supervisor and submitted to the Academic Sub-Division of the Master’s Programs and
Doctoral Programs of the Faculty by no later than one week after courses start.
3) Dropping Courses in a Current Semester
The dropping of courses must be with the approval of the Academic Supervisor and be submitted to the
Academic Sub-Division of the Master’s Programs and Doctoral Programs of the Faculty by no later than
two weeks after courses start.
4) Study Results
The results of the study comprise the grades obtained for all the courses programmed into the course
selection and included in the Report Card (Kartu Hasil Studi, KHS).
E. Execution of Courses and Examinations

1) Courses
Students are required to participate in courses, practicum, and other academic activities in accordance
with the established study plan in an ordered and regular manner according to applicable conditions. The
schedule of courses and practice is itself organized by the Academic Sub-Division of the Master’s Programs
54
and Doctoral Programs of the Faculty. The overall attendance of a student in (face-to-face) meetings of
courses and practicum becomes the consideration in determining whether or not a student is permitted
to take the mid-/end-of-semester examinations.
2) Mid-/End-of-Semester Examinations
a) Mid-/End-of-Semester Examinations are only one of the components in determining the final grade of
a course, in addition to other components such as quizzes, structured assignments, seminars, and
others. Mid-/End-of-Semester Examinations organized by lecturers may be in the form of written,
spoken, or presentation exams.
b) Students are permitted to take the examinations if their overall attendance is at least 80%. If the
number of conducted (face-to-face) meetings of a course by a lecturer before the mid-semester
examination is less than six times, students are not evaluated for their attendance and all students are
permitted to take the mid-semester examinations. Similarly for the end-of-semester examinations,
student attendance evaluation is conducted if the number of (face-to-face) meetings of a course
reaches 12 or more times. If the number of (face-to-face) meetings is less than 12 times, all students
are permitted to take the end-of-semester examinations.
c) The results of attendance evaluation are announced before an examination is conducted. Notices from
a doctor or other notices that are utilized to indicate the absence for a course must be given to the
respective lecturer or to the Academic Sub-Division of the Master’s Programs and Doctoral Programs
of the Faculty no later than the course meeting of the following week, and after that time, the student
is considered absent for the course.
d) Mid-/End-of-Semester Examinations are in principle conducted in a scheduled manner by the Academic
Sub-Division of the Master’s Programs and Doctoral Programs of the Faculty. However, in certain
conditions, lecturers of courses may conduct examinations outside the established schedule, with
agreement with students and the Chief of the Study Program.
e) Lecturers are required to submit examination problems (at the least their outlines) to the examination
committee no later than three days before the course examination is to be conducted for the purpose
of academic documentation and duplication (if necessary).
f) The examination committee is required to maintain the confidentiality of examination problems.
g) Students who are marked down for their attendance are not allowed to take the examinations.
Students who cannot attend an examination due to illness or other matters that may be justifiable are
required to submit valid notices from a doctor or other notices to the Academic Sub-Division of the
Master’s Programs and Doctoral Programs of the Faculty no later than three days after the absence for
the examination. Notices from a doctor or other notices that are submitted after the established time
are declared inapplicable and the student is considered to be absent for the course examination.
F. Administration of Final Course Grades

1) The announcement of final grades of courses is conducted online by the teaching lecturers, and the
printouts are given to the Academic Sub-Division of the Master’s Programs and Doctoral Programs of
the Faculty at the established deadline by the Academic Sub-Division of the Master’s Programs and
Doctoral Programs of the Faculty.
2) The evaluation of the academic capabilities of a student for each course is declared with a final grade
that is noted in the Report Card of the respective student.
3) The final grades of all courses that are obtained by a student in one semester are detailed in full in the
Report Card. The courses and each of their grades in the Report Card correspond to the courses present
in the Course Selection along with added and dropped courses (if any).
G. Leave of Absence from Studies

1) A student of the Master’s Programs and Doctoral Programs of the Faculty may request a (temporary)
leave of absence after the student has been recorded to be an active student of Brawijaya University
for 2 semesters.
2) The request for a leave of absence must obtain approval from the Rector of Brawijaya University.
3) A student is only permitted to request a leave of absence at most 2 times and cumulatively no longer
than 2 semesters.
55
4) The time of the leave of absence is not factored into the limit of study length. If the leave of absence is
caused by academic sanctions or other punishments imposed by the university or other government
institutions, the time of the leave of absence is factored into the limit of study length.
5) The request for a leave of absence is made online through the Student Information System.
H. Student Transfers
Master’s Programs and Doctoral Programs of the Faculty only accept student transfers from other state
higher education institutions for the appropriate study programs if the capacity allows.
1) Requirements:
a) The student must have completed at least 1 semester with 15 credits or more, and at most 2 semesters
with 30 credits or more at the university of origin, with a Cumulative GPA ≥ 3.00 whether for a Master’s
or doctoral program.
b) The student is not a dropout of, and has never received and/or is not currently serving academic
sanctions from, the higher education institution of origin.
c) The field of study or study program of origin must be appropriate to existing programs of the Master’s
Programs and Doctoral Programs in the environment of the Faculty.
d) The study program of origin is accredited by the BAN to at least a category of B.
e) A permit or approval of transfer from the leader of the higher education institution of origin is obtained
and proof is submitted of all other valid academic activities.
f) A certificate for the results of TPA OTO BAPENAS with a score ≥ 400 for a Master’s Program or a score
≥ 450 for a Doctoral Program is possessed.
g) The student submits a letter of request for transfer to the Rector of Brawijaya University with a copy
made to the Dean of the Faculty.
2) Procedure for Requesting a Transfer:
a) The request of transfer is submitted in writing with strong reasons to the Rector of Brawijaya University
with a copy made to the Dean of the Faculty.
b) The request must include as attachments:
1) An original transcript of grades from the higher education institution of origin, with the Cumulative
GPA.
2) A letter of transfer from the higher education institution of origin.
3) Approval from the institution (of work, if already working).
4) A notice of not having committed violations of regulations of the higher education institution of
origin.
5) The transfer request must be accepted by Brawijaya University at most one month before courses
start in a new academic year.
I. Academic Sanctions
Academic sanctions are imposed to students of the Master’s Programs and Doctoral Programs in the
environment of the Faculty who commit violations of academic stipulations:
1) Students who drop courses outside of the established time cannot do so and the courses remain counted
in the calculations to determine the Cumulative GPA.
2) Students who cheat in examinations will have the entirety of their planned studies in the respective
semester annulled.
3) Students who work on the examinations of other students and/or students whose examinations are worked
on by other people will have the examinations of all courses in the respective semester annulled.
4) Students who change their Course Selections illegally will have their Course Selections and all courses in the
respective semester therein annulled.
5) Students who commit violence to and instigate fights with fellow students of UB will have all courses taken
in the respective semester annulled in addition to other sanctions according to legal regulations.
56
6) Students who change their grades illegally will be imposed a suspension of at most 2 semesters that is not
considered as a leave of absence.
7) Students who commit these violations, if accompanied by threats of violence, promises of rewards, or dirty
tricks in doing so, will be expelled from Brawijaya University.
8) Students who are found to commit cheating or plagiarism in composing the thesis or dissertation will be
imposed sanctions according to applicable legal regulations.
57
4. Related articles for the development of insights.
MAM80708 Symmetry and Transformation 3 credits

Brief Description:
In this course, students will study about classical geometry and symmetrical groups of geometric objects, with
emphasis on Euclidean geometry.
Objectives:
After taking this course, students are to be able to:
CPMK 1: formulate mathematical arguments correctly and accurately.
CPMK 2: write formal proofs in transformative geometry and appreciate the usage of algebra, particularly
group theory, in geometry.
CPMK 3: possess broad and concrete understanding and insights on the role of algebra in geometry.
Materials:
Isometric transformation, similarity, affine Euclidean planar geometry, transformation of groups, isometric
classification, group symmetry, friezes, tessellations.
Literature:
1. Johnson, N.W., 2018, Geometries and Transfomations, Cambridge University Press.
2. Patrick J. Ryan, 1986, Euclidean and Non-Euclidean Geometry, an analytic approach, Cambridge University
Press.
3. Leonard, I.E., Lewis, J.E., Liu, A.C.F., Tokarsky, 2014, Classical Euclidean Geometry, Transformative,
Inversive, and Projective, Wiley.
4. Related articles for the development of insights.
MAM80000 Thesis Proposal 4 credits

Brief Description:
The Thesis Proposal for the Master’s Study Program of Mathematics is a plan for an independent research
that is to be conducted by a candidate of Master of Mathematics in the respective field. The topic for the
thesis proposal must be in line with the concentration that was programmed by the student. The completion
of the Thesis Proposal by a student is supervised by 2 supervising lecturers. Methods and regulations on the
Master’s Thesis Proposal are to be given on their own in a special compilation.
MAM80001 Thesis 8 credits

Brief Description:
The Thesis for the Master’s Study Program of Mathematics is an independent research that is conducted by
a Master’s candidate in the respective field. The research topic must be in line with the concentration that
was programmed by the student. The completion of the Thesis is supervised by 2 supervising lecturers, and
methods and regulations on the Master’s Thesis are to be given on their own in a special compilation.
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CHAPTER XII
MASTER’S STUDY PROGRAM OF STATISTICS
A. Identity of the Study Program

Name of the Study Program : Master of Statistics
Organization Permit : Minister of Education of the Republic of Indonesia Decree
No. 267/E/O/2013
Accreditation Status : B, applies until 20 August 2024
Decree Number 3101/SK/BAN-PT/Akred/M/VIII/2019
B. Introduction
Higher education institutions possess a strategic role in producing human resources of high quality.
One of the benchmarks that has a direct effect on the output of higher education institutions is the level of
education of the teaching staff that the higher education institutions possess, who ought to possess the
capabilities, competence, and expertise that are necessary for and required in the real world. This necessity
must be in line with the requirements that are desired by the users. Yet, at present, there are still many
higher education institutions that can only produce graduates who fulfill academic requirements but on the
field are still unable to apply the knowledge they obtained during their education.
Statistics is a subject and expertise that is required in almost all professional fields. The role of
statistics as a tool in conducting data analysis continues to develop from time to time. The low quality of
graduates, particularly those of statistics, cannot be blamed, as the subject materials that were obtained
during their undergraduate studies are still very general and lacking in depth or professionalism. This has
the result of creating graduates who are in need of guidance and not yet able to be employed. Therefore,
efforts to administer further studies for teaching staff becomes a demand that must be fulfilled immediately.
Based on the reality and problems above, as well as the regional potential of East Indonesia, it
becomes necessary to establish a Master’s education program that can produce experts who are capable
of data analysis. Brawijaya University, as a State Higher Education Institution that possesses the duty of
executing the Three Pillars of Higher Education, plays a role in the establishment of a graduate study
program in the field of statistics. The objective is to prepare learners to become graduates of the science of
Applied Statistics who possess capabilities of utilizing and applying statistics in the fields of industry and
business, spatial analysis, and data computation and science.
C. Vision, Mission, and Objectives

Vision
To become a center of Master of Statistics education that leads at the international level, especially in
the field of statistical, social, economic, and biological computations, in the year 2025.
Mission
• Improve the competence of graduates who possess theoretical and applicative capabilities of
statistics in accordance with the needs of the users in the effort to make a more intelligent
national living.
• Increase the number of studies that support the development of statistics and disseminate the
application of statistics to the people.
• Establish further cooperation with other parties in the field of statistics, both national and
international.
Objectives
1) To produce Master’s graduates of Statistics who are able to develop statistics by theory and
applications.
2) To disseminate the results of research to society.
211
3) To translate problems of life into the language of statistics and the resulting analyses and
conclusions that are derived statistically back into the language of the respective fields.
4) Produce scientific works that are able to solve problems of the society of users in a statistical
manner.
5) Develop cooperation with other institutions, members of society, industries, businesses, and
government and private institutions at both national and international levels with the principle of
mutual benefit.
D. Competences
The Master’s Study Program of Statistics of the Faculty of Mathematics and Natural Sciences provides
opportunities for its graduates to be able to take up various positions in all fields of occupation with the
existing competences. The competences of the Master’s Study Program of Statistics are composed of
primary, supporting, and other competences, as detailed below:
1) Primary competences
a) To be able to master and be skilled in the utilization of statistical philosophies to solve existing
problems, particularly in industry and business statistics, spatial statistics, and computational and
data science statistics.
b) To be able to read and appreciate applied statistics, particularly industry and business statistics,
spatial statistics, and computational and data science statistics, appropriately and to be able to act
in a systematic and directed manner in conducting work.
2) Supporting competences
a) To be able to apply the knowledge of statistics in solving problems in the fields of industry and
business, spatial knowledge, and computational and data science.
b) To be able to perform statistical analysis of the phenomena that occur in the surrounding
environment.
c) To be able to read and appreciate statistics of industry and business, spatial knowledge, and
computational and data science appropriately.
d) To be able to act in a systematic and directed manner in conducting work.
3) Other competences
To be able to manage, develop, and maintain working networks with colleagues and peers in a broader
research institution and community.
E. Topics of Study and Research

Topics of study and research that are developed in the Master’s Study Program of Statistics of the Faculty
of Mathematics and Natural Sciences are in line with the study concentrations, as below:
1) Industry and Business Statistics
• Analysis of products
• Analysis of matters related to quality assurance
• Analysis of matters related to marketing
• Finance and banking
• Management research
2) Spatial Statistics
• Modeling of natural and energy resources
• Mapping of prediction results
• Development of the mapping
3) Computational and Data Science Statistics
• Estimation of model parameter with Artificial Neural Networks, Fuzzy Method
• Statistical analysis of big data
• Development of data mining
212
F. Curriculum
The curriculum of the Master’s Study Program of Statistics of the Faculty of Mathematics and Natural
Sciences is realized in the form of coursework and thesis work. Courses are composed of required courses,
concentration courses, and elective courses, while thesis work is divided into 2 parts, as Thesis I and Thesis
II. The curriculum of the Master’s Study Program of Statistics is formulated with a credit load of 41 credits,
as detailed in Table 12.1.
Table 12.1 Curriculum of the Master’s Study Program of Statistics
Course Group/Thesis Credit Load
a) Required Study Program Courses 21
b) Elective Courses 8
1) Required Concentration (6 credits)
2) General Selection(at least 2 credits)
c) Thesis 12
1) Thesis I (Proposal, 4 credits)
2) Thesis II (Research, 8 credits)
Total Credits (minimum) 41
Table 12.2 shows the details for the number of credits that may be programmed for the course packages of
each semester, and Table 12.3 shows the list of elective courses in each semester.
Table 12.2 List of Required Courses

Code Course Credits Remarks
MAS81001 Statistical Analysis 3
MAS81002 Statistical Mathematics 3
Required Courses of Semester I
MAS81003 Multivariate Analysis 3
MAS81004 Statistical Modeling 3
MAS82001 Statistical Computation 3
MAS82002 Sampling Techniques 3 Required Courses of Semester II
MAS82003 Research Methodology 3
Elective courses 2 Required Courses of Semester II
MAS81101 Operations Research 3 Required Courses of Industry and
Business Statistics Concentration
MAS81102 Quality Control Method 3 (Semester III)
MAS81201 Time-Series Data Analysis and Predictions 3 Required Courses of Spatial
Statistics Concentration
MAS81202 Spatial Data Analysis on GIS 3 (Semester III)
Required Courses of
MAS81301 Fuzzy Model 3
Computational and Data Science
Statistics Concentration
MAS81302 Data Mining 3
(Semester III)
MAS80001 Thesis I (Proposal) 4 Required Courses of Semester III
MAS80002 Thesis II (Research) 8 Required Courses of Semester IV
Table 12.3 List of Elective Courses

Code Courses Credits
MAS80003 Experiment Design 2
MAS80004 Econometrics 2
MAS80005 Insurance Mathematics 2
MAS80006 Stochastic Processes 2
MAS80007 Response Surface Methodology 2
213
Code Courses Credits
MAS80008 Demography 2
MAS80009 Reliability Analysis 2
MAS80010 Non-Parametric Data Analysis 2
MAS80011 Categorical Data Analysis 2
MAS80012 Longitudinal Data Analysis 2
MAS80013 Nonparametric and Semiparametric Regression 2
MAS80014 Bayesian Analysis 2
MAS80015 Risk Computation and Modeling 2
Total 26
The Master’s Study Program of Statistics of the Faculty provides opportunities for students who are serious
and possess potential that has not been displayed in the previous education to be able to take the Applied
Master’s Study Program of Statistics at Brawijaya University by way of a special process with participation
in the Adjustment (matriculation) Program. The Adjustment Program in essence is an intensive course
conducted within two months and utilized as a medium of selection for candidate students, with the
objective of measuring the academic potential of students who:
1) Do not meet the Cumulative GPA requirements, and
2) Intend to continue their studies with a different study program or field of discipline from their
undergraduate education.
The courses that are offered in the Adjustment Program are detailed in Table 12.4.
Table 12.4 Courses of the Adjustment Program
No. Course Credits
1. Probability Theory 2
2. Statistical Methods 2
3. Matrices and Vector Spaces 2
G. Lecturers
The Master’s Study Program of Statistics of the Faculty is taught by lecturers who have possessed Doctoral
degrees in the field of statistics and/or its applications. The names of lecturers who teach in the Master’s
Study Program of Statistics are listed in Table 12.5.
Table 12.5 Lecturers of the Master’s Study Program of Statistics

No Name Academic Expertise E-mail
Position
1 Dr. Ir. Loekito Adi Soehono, Full Professor Statistical Modeling Loekito_mat@ub.ac.id
M.Agr.
2 Dr. Ir. Waego Hadi Nugroho Full Professor Statistical Modeling whn@ub.ac.id
3 Dr. Ir. Ni Wayan Surya Full Professor Growth Models, wswardhani@ub.ac.id

Wardhani, M.S. Regression Models
4 Dr. Ir. Henny Pramoedyo, Full Professor Spatial Mapping, hennyp@ub.ac.id
M.S. Experiment Design
5 Dr. Ir. M. Bernadetha Assistant Statistical Theories dethamitakdha@ub.ac.id
Mitakda Professor
6 Dr. Ir. Solimun, M.S. Associate Structural Flexibility solimun@ub.ac.id
Professor Acceptance Model
(SFAM), Statistical
Management Modeling,
Variable Measurement
Design
214
7 Dr. Ir. Atiek Iriany, M.S. Assistant Spatiotemporal atiek@ub.ac.id
Professor Modeling
8 Dr. Dra. Ani Budi Astuti, M.Si. Associate Bayesian Statistical ani_budi@ub.ac.id
Professor Modeling
9 Dr. Suci Astutik S.Si, M.Si Associate Bayesian Analysis, Suci_sp@ub.ac.id
Professor Spatiotemporal
Modeling
10 Dr. Rahma Fitriani, S.Si, M.Sc. Assistant Spatial Econometrics rahmafitriani@ub.ac.id
Professor
11 Dr. Eni Sumarminingsih, Assistant Spatiotemporal eni_stat@ub.ac.id
S.S.i., M.M. Professor Modeling
12 Nurjannah, S.Si., M.Phil., Assistant Econometrics, Financial nj_anna@ub.ac.id
Ph.D. Professor Management
13 Achmad Efendi, S.Si., M.Sc, Assistant Mixed Models, A_efendi@ub.ac.id
Ph.D. Professor Simulation, Statistical
Modelling
14 Dr. Adji Achmad R. F., S.Si., Assistant Flexible Modeling (Non- fernandes@ub.ac.id
M.Sc. Professor Parametric and Semi-
Parametric Regression)
H. Syllabus of Courses of the Master’s Study Program of Statistics

SYLLABUS OF REQUIRED COURSES
(MAS81001) STATISTICAL ANALYSIS 3 credits
Brief Description:
Mastery of the concept and basic role of statistics, and descriptive and inferential statistics.
Objectives:
After taking this course, students are to master the concept and role of statistics and be able to apply them in
further inference and statistical inference, regression analysis, and analysis of variance.
Discussion Topics:
Understanding of statistics and its utility in various fields of research; understanding of population and samples
(reasons why samples need to be taken); types of variables and measuring scales; descriptive statistics; measure
of central tendency; measure of distribution, methods of distribution approaches, outliers; probability; discrete
and continuous variable probability distribution; population parameter interval estimation; hypothesis testing;
regression and correlation; analysis of variance for testing of two independent medians and two dependent
medians; one-way and two-way analysis of variance; factorial analysis; split-plot design analysis; non-parametric
analysis.
Literature:
1. Bhattacharyya, .G.K and R.A Johnson. 1997. Statistical Concept and Methods. John Wiley & Sons. New York.
2. Devore, J.L., 2011. Probability and Statistics for Engineering and the Sciences. Cengage learning.
3. Moore, D.S and McCabe, G.P. 1993. Introduction to The Practice of Statistics.2nd ed. Freeman and Company,
New York.
4. Steel, R.G. and Torrie, J.H., 1980. Principles and procedures of statistics, a biometrical approach (No. Ed. 2).
McGraw-Hill Kogakusha, Ltd..
5. Walpole, R.E., Myers, R.H., Myers, S.L. and Ye, K., 1993. Probability and statistics for engineers and scientists
(Vol. 5). New York: Macmillan.
Teaching Lecturers:
Prof. Dr. Ir. Henny Pramoedyo, M.S.; Nurjannah, S.Si., M.Phil, Ph.D.
215
(MAS81002) MATHEMATICAL STATISTICS 3 credits
Brief Description:
Basic concepts of random variables, joint probability distribution, parameter estimation methods, and more in-
depth drawing of conclusions.
Objectives:
After taking this course, students are to master the basic concept of random variables, joint probability
distribution, estimation theories, and more in-depth drawing of conclusions as the basis to develop applied
statistics.
Discussion Topics:
Review of random variables, properties of joint probability, expected value, functions of random variables,
central limit theorem, distributions that are related to normal distribution, methods of parameter estimation
(method of moments, maximum likelihood method, and Bayesian), properties of estimators (non-biasness, error
mean square, efficiency, Cramer-Rao inequality, consistency, sufficiency, Rao-Blackwell and MVUE arguments,
Lehmann-Scheffé method, and UMVUE), Principles of hypothesis testing, statistical hypothesis, single and
multiple hypotheses, test error, test power, Neyman-Pearson lemma, most powerful test, formation of
confidence intervals, duality between hypothesis testing and confidence intervals
Literature:
1. Casella, G. & R.L berger. 1990. Statistical Inference. Wadsworth, Pacific Grove, CA
2. Nasooetion , A.H & A. rambe . 1984. Teori Statistika untuk Ilmu-ilmu kuantitatif, Ed.2 Bhatara Karya Aksarea,
Jakarta
3. Dudewicz, E.J & S.N Mishra. 1988. Modern Mathematical Statistics. Wiley , NEWYORK
4. Rice, J. A. 2006. Mathematical Statistics and Data Analysis: Cengage Learning.
Teaching Lecturers:
Rahma Fitriani, S.Si., M.Sc., Ph.D.; Dr. Ir. Maria Bernadetha Mitakda
(MAS81003) MULTIVARIATE ANALYSIS 3 credits

Brief Description:
Basic concepts of MANOVA, MANCOVA, profile analysis, primary component analysis, factor analysis, cluster
analysis, canonical correlation analysis, discriminant analysis, path analysis, SEM, PLS, and GSCA.
Objectives:
After taking this course, students are to be able to explain the properties of multivariate normal distribution, and
to analyze and interpret multivariate data with usage of various multivariate analysis techniques.
Discussion Topics:
Review of multivariate normal distribution and its properties. Wishart distribution, T-Hoteling distribution.
Estimation of mean vectors and covariance matrices, MANOVA, MANCOVA, profile analysis, primary component
analysis, factor analysis, canonical correlation analysis, and discriminant analysis.
Literature:
1. Anderson, T.W . 1984.An Introduction to Multivariate Statistical Analysis. John Wiley and Sons, NY
2. Johnson , R.A and D. W. Winchern. 2002. Applied Multivariate Statistical Analysis. Fifth Edition, Prentice Hall.
Inc New Jersey.
3. Morrison , D. F, 1990. Multivariate Statistical Methods. McGraw-Hill. Singapore
Teaching Lecturers:
Dr. Ir. Solimun, M.S.; Dr. Suci Astutik, S.Si., M.Si.
(MAS81004) STATISTICAL MODELING 3 credits

Brief Description:
216
Singular and non-singular linear models, linear parameter function hypothesis testing, measuring model,
structural model.
Objectives:
After taking this course, students are to be able to possess skills in utilizing linear models for regression, full and
deficient rank, as well as non-linear models for regression, manipulations of singular linear models, conditional
models, linear parameter function hypothesis testing (in singular and non-singular model), measuring model,
structural/graduated model, expanded linear model, and applications to response variables with non-normal
distribution.
Discussion Topics:
General linear models, ordinary and general principle of least squares, principle of conditional error,
understanding of the number of squares, estimative linear regression with the OLS, WLS, and MLE methods,
linear parameter function hypothesis testing, dummy variable method, measuring model, structural/graduated
model, and expanded linear model.
Literature:
1. Hocking, R.R., Methods and Applications of Linear Models Regression and analysis of Variance, New York :
John Willey & Sons Inc., 1996
2. John. R. 1983. Matrix Computation and Mathematical Computing. McGraw Hill
3. Kroese, D.P., Chan J.C. (2014). Statistical Modeling and Computation. Springer-Verlag New York.
4. Ksrishanger. 1998. Linear Model.
5. McCullagh. P and Nelder, J.A, Generalized Linear Models, New York: Chapman and Hall, 1990
6. Oliveira, T., Kitos, Oliveira, A., Grilo, L. (2018). Recent Studies on Risk Analysis and Statistical Modeling.
Springer International Publishing.
7. Pacheco, A., Santos, R., Oliveira, M., Paulino, C. (2014). New Advances in Statistical Modeling and Application.
Springer International Publishing.
8. Sadanori, K. (2014). Introduction to Multivariate Analysis: Linear and Non Linear Modeling. CRC Press.
9. Searle, S. R. 1971. Linear Model. John Wiley and Sons. NY
Teaching Lecturers:
Dr. Dra. Ani Budi Astuti, M.Si.; Dr. Adji Ahmad Rinaldo Fernandes, S.Si., M.Sc.
(MAS82001) STATISTICAL COMPUTATION 3 credits

Brief Description:
Creation and discussion of structures and algorithms of statistical program packages, and composition of macro
statistics programs with usage of the R software.
Objectives:
After taking this course, students are to possess knowledge and skills of structures and algorithms of statistical
program packages, and thus be able to process and analyze data with usage of program packages and macros
with the aid of a computer and the R software.
Discussion Topics:
Installation of R and Shiny software, introduction to R and Shiny, data management, basic charts and ggplot2
with Shiny, example of data analysis with usage of Shiny, structures and algorithms, structures of ui.R and
server.R programs from minimal examples, widget types, web applications with usage of Shiny, Google analytic
applications, running applications and code, Shiny and HTML, HTML links specific to Shiny, minimal HTML
interface, composition of program code with usage of Shiny to solve problems in statistics.
Literature:
1. Beeley, C. 2013. Web Application Development with R Using Shiny. Packt Publishing.
2. Dalgaar, P. 2002. Introduction Statistics with R. Springer–Verlag New York Inc.
3. Moon, K. W. 2016. Learn ggplot2 Using Shiny App. Spinger International Publishing.
217
Teaching Lecturers:
Achmad Efendi, S.Si., M.Sc., Ph.D.; Dr. Dra. Umu Sa’adah, M.Si
(MAS82002) SAMPLING TECHNIQUES 3 credits

Brief Description:
Formulation of survey problems and objectives, planning of surveys, determination of sampling techniques and
selecting survey objects appropriately, design of questionnaires, organization and administration of surveys on
the field, data verification and validation, execution of field surveys, creation of analyses and reports, and
presentation of analysis and survey results.
Objectives:
After taking this course, students are to be able to apply sampling techniques and theories with population
characteristics.
Discussion Topics:
Basics of simple random sampling, simple random sampling with proportion and presentation, prediction of
samples, stratified random sampling, ratio estimation, regression estimation, systematic sampling, group
sampling, multiple sampling, and sources of errors in surveys.
Literature:
1. Mendenhall, W. 1971. Elementary Survai Sampling. Wartdswarth Pulb. Belmont. California
2. Cohcran , W. G. 1977. Sampling. A-Willey. NY
3. Thompson , S. K. 1992. Sampling . A-Willey Interscience Publication
Teaching Lecturers:
Prof. Dr. Ir. Waego Hadi Nugroho,; Prof. Dr. Ir. Ni Wayan Surya Wardhani, MS
(MAS82003) RESEARCH METHODOLOGY 3 credits

Brief Description:
Methods and techniques of writing scientific papers, selection of research methods, and composition of research
reports.
Objectives:
To discuss the methods of research and principles of scientific writing.
Discussion Topics:
Techniques of selecting, reading, and referring to literature. Composition of research reports, covering the writing
of background, literature review, and research method. Presentation of scientific data, writing and discussion,
and selection of appropriate research methods.
Literature:
1. Routledge, P. 2001. Science and Technical Writing: a manual of style. Routledge. New York.
2. Howarrd K and Sharp, J.A , J. Peters and K Howard. 2002. The management of student Research Project.
Gower Publ.Cambrige
3. Nazir , M. 1981. Metode Penelitian. Ghalia Indonesia, Jakarta
Teaching Lecturers:
Prof. Dr. Ir. Loekito Adi Soehono, M.Agr.; Dr. Ir. Atiek Iriany, M.S.
(MAS81101) OPERATIONS RESEARCH 3 credits

Brief Description:
Usage of deterministic and probabilistic mathematical models on problems of optimization with limited resources.
Objectives:
218
After taking this course, students are to be able to master and apply modeling principles in Operations Research.
Discussion Topics:
Network models (shortest path, max flow, minimum spanning tree, CPM PERT), deterministic availability model,
queue theory.
Literature:
1. Winston, W. L., & Goldberg, J. B. 2004. Operations research: applications and algorithms (Vol. 3). Belmont^
eCalif Calif: Thomson/Brooks/Cole.
2. Taha , H. 1997. Riset Operasi. Binampa jaya, Jakarta
3. Hillier, F.S dan Liberman. 1980. Introduction to Operations Research. Holden-Day. Inc. CA4. Wagner , H. 1982.
Principles of Operating research. Prentice Hall.NY
Teaching Lecturers:
Rahma Fitriani, S.Si, MSc., Ph.D; Dr. Eni Sumarminingsih, S.Si., M.M.
(MAS81102) QUALITY CONTROL METHOD 3 credits

Brief Description:
Quality control and process capability analysis by multivariate and robust.
Objectives:
To study and implement control diagrams and process capability analyses on quality data of production processes
that involve more than one variable (multivariate), control diagrams on quality data of production processes
containing outliers, and the usage of software implementations.
Discussion Topics:
Review of normal multivariate distribution, Multivariate control diagrams of subgroups and individuals, Robust
control diagrams, Multivariate process capability analysis, Development of SPC.
Literature:
1. Cohcran , W. G. 1977. Sampling Techniques. John Wiley and Sons. NY
2. Grant E. L. 1988. Statistical Quality Control. Prentice Hall. NY
3. Gupta. 1981. Statistics Quality Control. McGraw Hill Publication. NY
4. Mason, R. L. and Young, J. C. 2002. Multivariate Statistical Process Control with Industrial Applications. The
American Statistical Association and the Society for Industrial and Applied Mathematics.
5. Montgomery, D.C., 2009. Introduction To Statistical Quality Control. 4 th ed. John Wiley and Sons Inc, New York
Teaching Lecturers:
Dr. Suci Astutik, S.Si., M.Si. ; Dr. Dra. Ani Budi Astuti, M.Si.
(MAS81201) TIME-SERIES DATA ANALYSIS AND PREDICTIONS 3 credits

Brief Description:
Time-series analysis with approaches of time and frequency.
Objectives:
After taking this course, students are to be able to master the concept of and to apply analysis of time series with
approaches of time and frequency.
Discussion Topics:
Basic concept, variations of time series, stationary (ARMA) and non-stationary models, model specifications,
parameter estimation, model testing, predictions, seasonal model (p,d,q) (PDQ), spectrum analysis.
Literature:
1. Cryer, J.D. 1986. Time Series Analysis. PWS-KENT Pub. Comp. Boston
219
2. Wei W. S.1994. Time Series Analysis Univariate and Multivariate Method. Addison-Wesley Pub. Comp. NY
3. Douglas, J and Hamilton. 1994 Time Series Analysis
Teaching Lecturers:
Achmad Efendi, S.Si., M.Sc., Ph.D.; Dr. Ir. Atiek Iriany, M.S.
(MAS81202) SPATIAL DATA ANALYSIS ON GIS 3 credits

Brief Description:
Spatial data, spatial effect, spatial data modeling, and mapping with GIS.
Objectives:
To be able to understand the relationship between geographic scale as well as level of detail and representation,
principles of representation, buildings around a geographical sample, how the properties of “smoothness” and
“continuity” may be utilized to characterize geographical variations, and usage of fractals to measure and
simulate surface roughness. To understand data mining, the concept of concluding a pattern in several simple
statistics, the “support decision” method by enlisting GIS for automatic searches among thousands or millions of
choices, hypothesis concept, and how to make inferences from small samples to large populations. To find out
the environment to create an effective reference system, how to measure the earth and create models for
various needs, the understanding of GPS usage principles, the understanding of the concept of modeling in
relation to GIS.
Discussion Topics:
Properties of data based on geographical aspects, introduction, basic problems, spatial autocorrelation and scale,
sampling of spatial data, gradation of data changes based on distance, measuring the effect of distance toward
spatial autocorrelation, establishing dependence in spaces, “taming geographic monsters”, induction and
deduction (analysis: descriptive conclusion, conclusion design and drawing, spatial analysis, optimization,
hypothesis testing, conclusion).
Linear reference system, names of places and addresses, georeferenced changes, types and functions of
geographical databases, and modeling technology in GIS.
Literature:
1. Borrough, P.A and R.A. McDonell. 2000. Principles of Geographical Information System. Oxford University
Press. Inc. New York
2. Longley, P.A; M.F Goodchild; D.J. Maguire and D.W. Rhihn. 2005. Geographical Information System and
Science. John Wiley &Sons Ltd. England
3. Puntodewo, A.S. Dewi and J. Tarigan. 2003. Sistem Informasi geografis untuk Pengelolaan SDA. Center for
International Forestry Research. Bogor
4. Cressie, N,A.C. 1993. Statistics for Spatial Data. John Wiley and Sons. Inc. New York
5. Getis, A. 2010. Perspective on Spatial Data Analysis. Springer Heidelberg Dordrecht London. New York6. Lee,
J and Wong, D.W.S. 2001.Statistical Analysis with ArcView GIS. John Wiley and Sons. Inc. New York
Teaching Lecturers:
Prof. Dr. Ir. Henny Pramoedyo, M.S.; Dr. Ir. Sudarto, M.S.
(MAS81301) FUZZY MODEL 3 credits

Brief Description:
In this course, students will study the fuzzy logic model and its theoretical foundations and applications.
Objectives:
Students are to be able to understand the fuzzy logic model, basics of fuzzy logic, implementation of fuzzy
systems on predictions, and clustering.
Discussion Topics:
220
Basics of using the R software, fuzzy sets, fuzzy system components, degrees of membership, labels, set
membership function, crisp sets, fuzzy sets, set operations, relations and components in cSEe products, fuzzy
models, fuzzy basis functions, generation of basic principles based on empirical data, and fuzzy performance
measurement; implementation of fuzzy systems on time-series data for predictions, implementation of fuzzy
systems on the clustering technique, and implementation of fuzzy systems on spatial modeling.
Literature:
1. Cuesta, H, (2013) Practical Data Analysis, Birmingham: Packt Publishing Ltd.
2. Leskovec, J., A. Rajaraman and J. Ullman, (2014) "Mining of Massive Datasets,"
3. Sawant, N. and H. Shah (2013), Big Data Application Architecture Q&A, A Problem - Solution Approach, New
York: Apress
4. Giacomelli, P. (2013), Apache Mahout Cookbook, Mumbai: Packt Publishing.
5. Handoyo, S., Prasojo, A.P.S. (2016). System Fuzzy Terapan Dengan Software R. UB Press. 2016.
6. Deep, K., Jain, M., Salhi, S. (2019). Performance Prediction and Analytic of Fuzzy, Reliability and Queuing
Models: Theory and Application. Springer Singapore.
7. Chaira, T. (2019). Fuzzy Set and Its Extension. The Intuitionistic Fuzzy Set. Wiley.
8. Lin, H.R, Cao, B.Y, Liao, Y.Z. (2018). Fuzzy Sets Theory Preliminary. Springer
9. AkramHarvey, T., Mullins, D. (2018). Fuzzy Modeling and Control, Methods, Application and Research. Nova.
Teaching Lecturers:
Dr. Adji Ahmad Rinaldo Fernandes, S.Si., M.Sc.; Dr. Eng. Agus Naba, S.Si., M.T.
(MAS81302) DATA MINING 3 credits
Brief Description:
Conventional statistics techniques are difficult to be utilized to analyze and seek patterns in databases of large
sizes. Data mining is a combination of several analysis techniques that provide solutions toward this problem.
Literature:
After taking this course, students are expected to be able to explain methods of data mining and utilize
techniques of data mining for the purposes of pattern recognition, clustering, classification, and prediction.
Discussion Topics:
Introduction to Data Mining, Data Preprocessing, Exploratory data analysis, Statistical approaches to methods of
estimation and prediction, KNN algorithm, Tree of decisions, Hierarchy clustering and k-means, Kohonen network,
Support Vector Machine, Support Vector Regression, Rules of association, Model evaluation techniques.
Literature:
1. Daniel T, Lorose. 2005. Discovering knowledge in Data. An introduction to data mining. John Wiley & Sons.
2. Berry, MJA and Linoff, G, 1977. Data Mining Techniques. John Wiley & Sons.
Teaching Lecturers:
Dr. Dra. Umu Sa’adah, M.Si; Dr. Eng. Fitra Abdurrachman Bachtiar, S.T., M.Eng.
(MAS80001) THESIS I (PROPOSAL) 4 credits

Brief Description:
The Thesis for the Master’s Study Program of Statistics is an independent research that is conducted by a Master
candidate in the respective field. The research topic must be in line with the concentration that was programmed
by the student. The thesis must contain an element of originality (not plagiarized) in the way a student formulates,
handles, and solves the problems of the research. Methods and regulations on the Master’s Thesis are to be
given on their own in a special compilation. Thesis I covers proposal composition and the proposal seminar.
(MAS80001) THESIS II (RESEARCH) 8 credits

Brief Description:
The Thesis for the Master’s Study Program of Statistics is an independent research that is conducted by a Master
candidate in the respective field. The research topic must be in line with the concentration that was programmed
221
by the student. The thesis must contain an element of originality (not plagiarized) in the way a student formulates,
handles, and solves the problems of the research. Methods and regulations on the Master’s Thesis are to be given
on their own in a special compilation. Thesis II covers supervision, research execution, results seminar,
publication, and thesis examination.
SYLLABUS OF ELECTIVE COURSES

(MAS80003) EXPERIMENTAL DESIGN 2 credits
Brief Description:
Designs of experiments, covering treatment design, environments, and analysis of observation results.
Objectives:
After taking this course, students are to be able to design an experiment based on the objectives and
characteristics of available experimental materials. In addition, students are to be able to perform analysis of
variance according to the utilized experimental design, further tests, and interpretation of results, and be able to
design experiments that are more complex and analyze the results of observations.
Discussion Topics:
Understanding of experimental designs, basic principles of experimental designs, completely randomized design
(description of experimental domains, analysis of variance), further analysis if H1 is accepted, group-randomized
design (description of experimental domains, analysis of variance, relative efficiency, lost data), factorial
experiment (analysis of treatments into the components of primary and interacting factors). Fractional factorial
experiment, confounding treatment, split-block design, analysis of variance of repeated experiments,
combinations of several models based on place and time, and two-factor and three-factor response estimation
design.
Literature:
1. Gomez , K.A and Gomez A.A. 1976. Statistical Procedure for Agriculture research with Emphasis on Rice. IRRI.
Los Bbanos , Laguna, Philippines
2. Kempthorne, O. 1980. Design and Analysis of experiment. John Wiley. NY
3. Khuri , A. L and Cornel J. A . 1987. Response Surface Design Analysis . Marcell Dekker Inc., NY.
Teaching Lecturers:
Prof. Dr. Ir. Henny Pramoedyo, M.S.; Prof. Dr. Ir. Loekito Adi Soehono, M.Agr.
(MAS80004) ECONOMETRICS 2 credits

Brief Description:
Application and development of statistical analysis in the field of economics.
Objectives:
After taking this course, students are to be able to apply and develop concepts of statistical analysis in the field
of economics.
Discussion Topics:
Classical assumptions in econometric modeling, methods of parameter estimation according to assumptions
(Least Squares, Weighted Least Squares, Maximum Likelihood Method, Moment Method, usage of IV and TSLS),
development of regression models, measuring scale and units, functional forms of regression models, regression
models on dummy variables, simultaneous equations model, panel model, time-series models (distributed lag,
VAR, ECM).
Literature:
1. W. Greene. 1997. Econometric Analysis. Prentice Hall. USA
2. Gujarati D.N. 2003. Basic Econometrics 4th ed. McGraw Hill. NY
3. Wooldridge, J. M. 2015. Introductory econometrics: A modern approach: Nelson Education.
222
Teaching Lecturers:
Rahma Fitriani, S.Si, MSc., Ph.D.; Dr. Eni Sumarminingsih, S.Si., M.M.
(MAS80005) INSURANCE MATHEMATICS 2 credits

Brief Description:
Concept of interest, life insurance, unit link insurance, annuity, mortality table, and development of statistical
models in the field of insurance.
Objectives:
To understand the concept and application of mathematics in the field of life insurance.
Discussion Topics:
Review of financial mathematics, annuity, life table, decrement table, life insurance model, contingency life
annuities model, net premium, premium reserves, calculations of cancellations and changes, financial analysis,
accident-combined life function, compound insurance, Multiple Life model, Multiple Decrement model, claim
model, and collective risk model.
Literature:
1. Bowers, N.L., Gerber, H.U., Hickman, J.C., Jones, D.A., and Nesbit, C.J. 1997. Actuarial Mathematics. 2nd
Edition. Casualty Actuarial Society
2. Cunningham, R., Herzog, T., London R.L. 2016. Model for Quantifying Risk 6th Ed. Actex Academic Series
3. Jordan Jr, C.W., 1967, Life Contingencies: The Society of Actuaries, Chicago, Illinois
4. Larson, R.E & Gaumnitz, E., 1962, Live Insurance Mathematic, John Willey & Sons, Inc5. Takeshi, F.1992.
Actuareal Mathematics, The Research Institute Insurance Welfare, Japan..
Teaching Lecturers:
Dr. Umu Sa’adah, S.Si., M.Si.; Nurjannah, S.Si., M.Phil., Ph.D.
(MAS80006) STOCHASTIC PROCESSES 2 credits

Brief Description:
Concept of stochastic processes and its applications, Markov chain, and input-output process.
Objectives:
To understand the concepts that are frequently utilized in stochastic processes, Markov chain, input-output
process, difference of the renewal and input-output processes, Brownian motion.
Discussion Topics:
Review of conditional probability, law of normal probability, classification of stochastic processes, Markov chain,
transitional probability, classification of state spaces, balanced distribution, Poisson process, non-homogeneous
Poisson process, input-output process (birth-death process), renewal process, martingales, random walk,
Brownian motion, diffusion process, application.
Literature:
1. Goodman, R . 1988. Introduction to Stochastic Models; Cumming Publishing Company Inc. John Wiley and
Sons, NY.
2. Heyman , D. D and Sobel M.J.1982. Stochastic Models in Operation research. McGraw Hill, New-York.
3. Ross , S.N. 1996. Stochastic Processes. John Wiley and Sons, NY.
Teaching Lecturers:
Dr. Ir. M. Bernadetha Mitakda; Achmad Efendi, S.Si., M.Sc., Ph.D.
(MAS80007) RESPONSE SURFACE METHODOLOGY 2 credits

Brief Description:
Response surface method, fractional design, and complex design.
223
Objectives:
After taking this course, students are to be able to design experiments that are more complex and analyze the
results of observations.
Discussion Topics:
Design and method of response estimation: linear models of the first order and second order. Fractional design
and complex design.
Literature:
1. Khuri , A and Cornel , J.A . 1987. Response Surface Design and Analysis. Marcel Dekker Inc. NY.
2. Myers, Raymond H., and Montgomery, Douglas C. 1995. Response Surface Methodology: John Wiley and
Sons. Inc . New York.
3. Peng, K.C. 1967. The Design and Analysis of Scientific. Addison-Wesley Pub. Co. Inc. Canada.
Teaching Lecturers:
Prof. Dr. Ir. Waego Hadi Nugroho, PhD; Prof. Dr. Ir. Henny Pramoedyo, M.S
(MAS80008) DEMOGRAPHY 2 credits

Brief Description:
Study of demography and populations, and the application of statistical methods on problems of populations.
Objectives:
Understanding and comparison of the concepts and functions of demography, sources of demographic data,
analysis of demographic concepts (case study of BPS data), population theory and transition theory of
demography, several basic measures of demographic techniques, mortality and fertility, mortality table,
applications of mortality table, population mobility, labor, population quality.
Discussion Topics:
Introduction to demography and population studies, sources of demographic data, and basic measures of
demographic techniques. Understanding of fertility, mortality, mortality table and its applications, population
mobility, population quality, and applications of statistical methods on problems of population study.
Lecturers:
1. Gerber, H.U . 1997. Life Insurance Mathematics 3rd Ed. John Wiley and Sons, NY.
2. Polland , A.H , Farhat, Y and Pollard G.N.1992.Teknik Demografi. (Rozy Munir, trans.).
Teaching Lecturers:
Dr. Ir. Atiek Iriany, M.S.; Dr. Dra. Ani Budi Astuti, M.Si.
(MAS80009) RELIABILITY ANALYSIS 2 credits

Brief Description:
Models of reliability and inferential statistics that are utilized in life analysis.
Objectives:
After taking this course, students are to be able to apply and master the basic concept of reliability and inferential
statistics for various probability models and methods utilized in life analysis.
Discussion Topics:
Introduction to reliability, life-time distribution, reliability from coherent systems, estimation of non-parametric
reliability, parametric and inferential models, graphical method, Bayesian method for reliability, application of
reliability on warranty and maintenance.
Literature:
1. Birolini, A. 2007. Reliability Engineering: Theory and Practice. Springer.
224
2. Croder, M.I, Kimber, A.C, Smith, R.L and Swetting T.J . 1991. Statistical Analysis of reliability Data. Chapman
and Hall London
3. Elsayed. A. 1996. Reliability Engineering. Addison Wesley. Longman Inc.
4. Hongzhou Wang, H., Pham, H. 2006. Reliability and Optimal Maintenance, 1st Ed. Springer.
5. Lowless J. F, S. 1982. Statistical Models and Methods of Life Time Data. Wiley
6. Murthy, D.N.P., Blischke, W.R. 2005. Warranty Management and Product Manufacture, 1st Ed. Springer.
Teaching Lecturers:
Dr. Dra. Umu Sa’adah, MSi.; Dr. Suci Astutik, S.Si., M.Si.
(MAS80010) NON-PARAMETRIC DATA ANALYSIS 2 credits

Brief Description:
Analysis and modeling of qualitative and distribution-free data.
Objectives:
After taking this course, students are to be able to explain and implement various non-parametric statistical
analyses.
Discussion Topics:
Reasons for usage of non-parametric statistics, various kinds of measuring scales toward variables, one-mean
and one-proportion hypothesis testing, dependent and independent two-mean testing, two-proportion testing,
randomness and tendency testing, independent and dependent k-means testing, contingency table, relationship
of two variables and Bootstrap metric correlation, and applications.
Literature:
1. Siegel, S. 1956. Nonparametric for Statistics for the Behavioral Sciences. International student ed. McGraw-
Hill Kogakusita Ltd. Tokyo.
2. Daniel, W.W. 1978. Applied Nonparametric Statistical Methods. Houghton Mifflin Co.
3. Sprent, P. 1989. Applied Nonparametric Statistical Methods. Chapman and Hall. London.
Teaching Lecturers:
Prof. Dr. Ir. Ni Wayan Surya Wardhani, MS.; Dr. Ir. Atiek Iriany, M.S.
(MAS80011) CATEGORICAL DATA ANALYSIS 2 credits

Brief Description:
Methods of categorical data analysis and modeling, and contingency tables.
Objectives:
After taking this course, students are to be able to explain the basic concepts, to apply methods of categorical
data analysis on binary response variables, and to develop its applications on polytomous response variables.
Discussion Topics:
Discussion of statistics for data without assumptions of normality, probability model for categorical data
(binomial, multinomial, Poisson), contingency table analysis, logistic regression for data with binary response
variables, linear-log model for contingency tables. Parameter estimation through the linear model approach with
the weighted least squares method.
Literature:
1. Agresti, A. 2002.categorical Data Analysis. John Wiley & Sons , Canada
2. Fienberg, S. E. 1977. The Analysis of Cross Classified Categorical Data. The MIT Press, England3. Hosmer,
D.W..Jr and Lemeshow, S. 1989. Applied Logistic regression. John Wiley & Sons Inc., Canada.
Teaching Lecturers:
Dr. Dra. Ani Budi Astuti, M.Si.; Dr. Ir. Solimun, M.S.
225
(MAS80012) LONGITUDINAL DATA ANALYSIS 2 credits
Brief Description:
Methods of longitudinal data analysis and modeling.
Objectives:
After taking this course, students are to be able to explain the basic concepts and be able to apply longitudinal
data analysis methods theoretically and with usage of software.
Discussion Topics:
Understanding of longitudinal data; Basics of longitudinal data analysis; ANOVA with repeated measures;
MANOVA with repeated measures; Two-Stage Analysis, General Linear Mixed-Effect Model, Marginal
Distribution Exploration, Subject-Specific Profile Exploration, Restricted Maximum Likelihood Estimation,
Marginal Model Inference: Fixed Effect and Variance Component, Random Effect Inference, Serial Correlation
Exploration, Analysis of Generalized Estimating Equations; Mixed-Effect Regression for Binary Outcomes, Mixed-
Effect Regression model for Ordinal Outcomes, Mixed-Effect Regression model for Nominal Data, Mixed-Effect
Regression model for Count, Instrumental Variable Regression with Random and Fixed Coefficient Estimators;
Instrumental Variable Regression with First-Differenced Estimators
Literature:
1. Harlan, J. 2018. Analisis Data Longitudinal. Penerbit Gunadarma, Jakarta
2. Funatogawa, I. Takashi (2018). Longitudinal Data Analysis: Autoregressive Liniear Mixed Effect Model,
Springer Singapore.
3. Xian, L. (2015). Methods and Application of Longitudinal Data Analysis Academic Press4. Sutradhar, E.C.
(2014). Longitudinal Categorical Data Analysis. Springer-Verlag, New York.
5. Twsik, J.W. (2013). Applied Longitudinal Data Analysis for Epidemiology: A Practical Guide. Cambridge
University Press.
6. Wu, H., and Zhang, J.T. (2006). Nonparametric Regression Methods for Longitudinal Data Analysis. New
Jersey: John Wiley and Sons, Inc.
7. Verbekke, G., and Molenberghs, G. (2000). Linear Mixed Model for Longitudinal Data. Springer Series in
statistics. New York: Springer Verlag.
Teaching Lecturers:
Achmad Efendi, S.Si., M.Sc., Ph.D.; Dr. Adji Ahmad Rinaldo Fernandes, S.Si., M.Sc.
(MAS80013) NONPARAMETRIC AND SEMIPARAMETRIC REGRESSION 2 credits

Brief Description:
Regression analysis with the approach of function estimation with regression curves that are not (yet) known
(nonparametric approach), or partially known or unknown (semiparametric approach)
Objectives:
After taking this course, students are to be able to explain and apply models of nonparametric and
semiparametric regressions, particularly its roles and properties, and the modeling of the behavior of data (data-
driven modeling) based on the nonparametric regression approach when regression curves are unknown and the
semiparametric regression approach when regression curves are known in one part and unknown in another.
Discussion Topics:
Basic concepts of nonparametric regression and several fundamental assumptions, basic concepts of
nonparametric and semiparametric regression. Density estimation with the histogram and kernel approaches, as
well as other approaches. Estimation of nonparametric and semiparametric regression curves with the
approaches of orthogonal series, kernels, splines (smoothing, truncated), and Fourier series and wavelets.
Bandwidth or optimal knot selection for kernel regression and spline regression. Multi-predictor and multi-
response models of nonparametric and semiparametric regressions, and path analysis. Models of nonparametric
and semiparametric regressions for cross-section, time-series, longitudinal, and spatial data.
226
Literature:
1. Eubank, R.L. (1999). Nonparametric Regression and Spline Smoothing. Second Edition. New York: Marcel
Dekker, Inc.
2. Fan, J, and Gijbels, I. (1997). Local Polynomial Modelling and Its Applications. New York: Chapman and Hall.
3. Faraway (2017). Extending the Linear Model with R. Generalized Linear, Mixed Effects and Nonparametric
Regression Models. CRC Press.
4. Gyorfi, L., Kohler, M., Krzyzak, A., Walk, H. (2010). A Distribution-free Theory of Nonparametric Regression.
Springer New York.
5. Hardle, W. (1990), Applied Nonparametric Regression. New York: Cambridge University Press
6. Howell, J.R. (2007). Analysis Using Smoothing Splines As Implemented In LME() In R. Thesis. Brigham Young
University.
7. Klemea, J. (2014). Multivariate Nonparametric Regression and Visualization: With R and Applications to
Finance. Wiley-Interscience.
8. Kreyszig, E. (1978). Introductory Functional Analysis with Applications. New York: John Wiley and Sons.
9. Kutner, M.H., Nachtsheim, C.J., Neter, J. and Li W. (2005). Applied Linear Statistical Models. Fifth Edition.
Boston: McGraw-Hill International.
10. Takezawa, K. (2006). Introduction to Nonparametric Regression. Wiley-Interscience.
11. Verotta, D. (1993). Longitudinal Splines. San Francisco: University of California Press.
12. Wahba, G. (1990). Spline Models for Observational Data. Pennsylvania: SIAM
13. Wang, J.L. (2003). Nonparametric Regression Analysis of Longitudinal Data. California: University of
California Press.
14. Wu, H., and Zhang, J.T. (2006). Nonparametric Regression Methods for Longitudinal Data Analysis. New
Jersey: John Wiley and Sons, Inc.
Teaching Lecturers:
Dr. Adji Ahmad Rinaldo Fernandes, S.Si., M.Sc.; Nurjannah, S.Si., M.Phil., Ph.D.
(MAS80014) BAYESIAN ANALYSIS 2 credits

Brief Description:
Analysis and modeling with the Bayesian approach.
Objectives:
After taking this course, students are to be able to explain and apply Bayesian analysis on data theoretically or
with the usage of WinBUGS or R software.
Discussion Topics:
Understanding of Bayesian Analysis; Single-Parameter Bayesian, Multi-Parameter Bayesian; Bayesian Regression;
Bayesian Normal Mixture; Bayesian Factor; Bayesian with WinBUGS or R.
Literature:
1. Congdon, P. 2006. Bayesian Statistical Modelling (2nd ed.). USA: John Wiley & Sons.
2. Gelman, A., Carlin, J. B., Stern, H.S., and Rubin, D. B. 2004. Bayesian Data Analysis (2nd ed.). New York:
Chapman & Hall.
3. Ntzoufras, I. 2009. Bayesian Modeling Using WinBUGS. New Jersey: John Wiley & Sons, Inc.
Teaching Lecturers:
Dr. Suci Astutik, S.Si., M.Si.; Dr. Dra. Ani Budi Astuti, M.Si.
(MAS80015) RISK COMPUTATION AND MODELING 2 credits

Brief Description:
Theory, computation, and modeling in Risk Analysis, as risk metrics and risk modeling.
Objectives:
227
After taking this course, students are to be able to possess skills in the computation and application of risk analysis.
Discussion Topics:
Scope of the risk concept, understanding of risk, kinds of risk, principle of risk measurement, risk modeling, basics
of probability theory, computations in risk analysis: measuring probability of default, LGD, back-testing risk model,
model validation, value at risk model.
Literature:
1. Goodwin, B.K., Ramsey, Chvosta (2018), Applied Econometrics with SAS: Modeling Demand, Supply and
Risko. SAS Institute.
2. Down, Raz, David (2018). Essential of Modeling and Analytic: Retail Risk Management and Asset Protection.
Routledge
3. Oliveira, T.A., Kitsos, C.P, Grilo, L. (2018). Recent Studies on Risk Analysis and Statistical Modeling. Springer
International Publishing.
4. Takashi, Y. (2018). Interest Rate Modeling for Risk Management. Bentham Science Publisher.
5. Wood, M.D, Thorne, S., Kovac, D., Butte, G., (2017), Mental Modeling Approach: Risk Management
Application Case Studies.
6. Witzany, J. (2017). Credit Risk Management; Pricing, Measurement, Modeling, Springer International
Publishing.
7. Chaudhuri, A., Ghosh, S.K. (2016). Quantitative Modeling of Operational Risk in Finance and Bank Using
Probability Theory. Springer International Publishing.
8. Ghofar, A., Islam, S.M.N. (2015). Corporate Governance and Contingency Theory: A Structural Equation
Modeling Approach and Accounting Risk Implication. Springer International Publishing
9. Berk, K. (2015) Modeling and Forecasting Electricity Demand: A Risk Management Perspective. Springer
Spektrum.
10. Ucedavelez, T., Morana, M.M. (2015). Risk Centric Threat Modeling: Process for Attack Simulation and Threat
Analysis. Wiley.
Teaching Lecturers:
Dr. Ir. Solimun, M.S.; Dr. Adji Ahmad Rinaldo Fernandes, S.Si., M.Sc.
228
CHAPTER XIII
DOCTORAL STUDY PROGRAM OF BIOLOGY
A. Identity of the Study Program

Name of the Study Program : Doctor of Biology
Organization Permit : Minister of National Education Decree No.
162/D/O/2010
Accreditation Status : A, applies until 7 November 2022
Decree Number 4320/SK/BAN-PT/Akred/D/XI/2017
B. Background, Vision, Mission, and Objectives

Indonesia is one of the countries with mega-biodiversity that possesses a strategic role in the areas of global
politics, economy, and ecology. This wealth of biological resources is fundamentally a potential for national
development in order to achieve prosperity for the Indonesian people and an important capital for the global
society for the continuity of life on Earth. The future challenges of the nation in the management of biological
resources will become ever greater and demand the development of human resources that are able to master
science and technology related to the management and engineering of biological resources to improve and
increase the availability of biological resources in order to possess values oriented to global competition. As a
consequence, this requires education that can generate professional workers in research and development in
the field of biology in order to be able to respond to the extremely rapid changes through problem solving that
is more fundamental and systematic with the composition of design plans to develop existing theories. To
respond to these needs, the Department of Biology of the Faculty of Mathematics and Natural Sciences of
Brawijaya University opened the Doctoral Study Program of Biology to aid the government, stakeholders, and
society in fulfilling the need of human resources in the competitive management and conservation of biological
resources. Graduates of the Doctoral Study Program of Biology are expected to be able to contribute significantly
in solving problems that are faced by the nation and the global society in a fundamental manner and to be able
to design improvements to approaches, methodology and technologies to improve the quality of life of society
in the future.
The Doctoral Study Program of Biology is one of the leading doctoral programs in Brawijaya University that was
opened based on the Decree of the Minister of National Education Number 162/D/O/2010 on the Organization
of the Doctoral Study Program of Biology at Brawijaya University, and was opened in the 2010/2011 academic
year. The Study Program has two concentrations, which are Biological Conservation (Bioconservation) and
Bioengineering with a variety of leading national and international research.
The vision of the Doctoral Study Program of Biology is “To become a leading center of doctoral education and
center of knowledge development that is oriented to biological conservation through efforts of exploration,
modeling, planning, and engineering of biology in the year 2025”.
According to the vision, the Doctoral Study Program of Biology has the mission to serve the society of Indonesia
and humanity in general through the best programs to:
1. To organize a doctoral program that is oriented to biological conservation.

2. To organize a doctoral program education of good quality that is transparent, accountable, efficient,
and effective in developing the science and technology of biology.
3. To develop research innovations to result in new ideas that are scientifically published and/or beneficial
patents to solve problems in the field of biology according to the orientation in the vision.
Based on the vision and missions, the Doctoral Study Program of Biology has these objectives, among others:
229
LIST OF NAMES
AND E-MAIL ADDRESSES OF LECTURERS
AND EDUCATIONAL STAFF OF THE
268
LIST OF NAMES AND E-MAIL ADDRESSES
OF ADMINISTRATION STAFF
FACULTY OF MATHEMATICS AND NATURAL SCIENCES, BRAWIJAYA UNIVERSITY
Jarot Sunarto, S.Sos. Arnawati, S.P., M.M.

NIP. 19641107 198603 1 002 NIP. 19630510 198412 2 001
Chief of Administration Chief of the Academic Sub-Division
 jarot_narto@ub.ac.id  arnadi_bio@ub.ac.id
 arna1963@yahoo.com
Surakhman, S.A.P., M.M. Tri Wahyu Basuki, S.E.

NIP. 19690419 199501 1 001 NIP. 19760202 200112 1 002
Manager of Educational Programs Educational Data Processor
 surakhman@ub.ac.id  trois_fmipa@yahoo.com
 surakhman@gmail.com  trois_fmipa@ub.ac.id

OF EDUCATIONAL STAFF
Ahmad Dardiri, S.E. Rustika Adiningrum, S.E., M.M.

NIP. 19700306 200112 1 003 NIP. 19751102 200112 2 002
Executive Archivist Report Composer and Financial
 a_dardiri_mipa@ub.ac.id Manager
 rustika_adi@ub.ac.id
 rustika_adin@yahoo.co.id
Awal Budi Nurcahyono, A.Md. Muslikah, S.E.

NIP. 19740211 200501 1 001 NIP. 19720913 200604 2 004
Senior Executive Employee Educational Data Processor
Analyst  muslikah_72@ub.ac.id
 awalbudi@ub.ac.id  muslikah_1972@yahoo.co.id
269
Trisnawati Faronika, A.Md. Ngadiyono
NIP. 19820113 200604 2 001 NIP. 19650101 200701 1 004
Educational Data Processor Educational Facilities Manager
 trisna@ub.ac.id  ngadiyono@ub.ac.id
 trisna.vro@gmail.com
Sunarti Widodo Riyono

NIP. 19651118 200701 2 001 NIP. 19670130 200701 1 001
Financial Administrator Junior Executive Employee Analyst
 sunarti_mipa@ub.ac.id  widodoriyono@ub.ac.id
 widodoriyono@yahoo.co.id
Trivira Meirany, S.I.Kom. Fransiscus Adi Purwanto

NIP. 19690905 200701 2 001 NIP. 19720414 200701 1 004
Composer of Informational and Processor of Student and Alumni Data
Publication Materials  adi_p@ub.ac.id
 vira_prayoga@ub.ac.id
Agung Kurniawan Widjianto, S.E.

NIP. 19730802 200701 1 002 NIP. 19770326 200810 1 001
State-Owned Assets Administrator General Administrator
 mas_andung@ub.ac.id  whygie@ub.ac.id
Yogie Meru Kusuma, S.Kom. Hari Santoso, S.E.

NIP. 19810915 200810 1 001 NIP. 19790327 200910 1 001
Academic Administrator Education Program Manager
 yogie@ub.ac.id  hsantoso75@ub.ac.id
 yogiemk@yahoo.com
270
Miming Triya Firmanto, A.Md. Nurul Yakin
NIP. 19770501 200910 1 001 NIP. 19820428 200910 1 001
Educational Data Processor Building and Lawn Caretaker
 masmink@ub.ac.id  n_yakin@ub.ac.id
Saiful Bakhri Heru Setiawan

Staff of Equipment and Domestic Staff of Equipment and Domestic
Affairs Affairs
 h_setiawan@ub.ac.id
Muh. Hasan Muhajir, S.T. Tri Yuniatin, S.Kom., M.M.

Staff of Electrical, Water, and General Administration Employee
Telephone Networks Bukit Cemara Tidar H3/4
 hasan_mipa@ub.ac.id  ms_yuni@ub.ac.id
Wawan Setiawan Suliono

Building Guard Staff of Equipment and Domestic
 wawan_mipa@ub.ac.id Affairs
 ono_sul@ub.ac.id
Iswanto Dimas Yusfrianto, S.Kom.

Academic Staff Academic Administrator
 iswanto.mipa@ub.ac.id  dimas_ykatlea@ub.ac.id
271
Childa Maulina, S.A.B, M.A.B. Ika Wuriyanti, S.E.
NIP. NIP.
 
272
LIST OF NAMES AND E-MAIL ADDRESSES OF PERMANENT LECTURERS
DEPARTMENT OF BIOLOGY
Prof. Drs. Sutiman Bambang Dr. Jati Batoro, M.Si.

Sumitro, S.U., D.Sc. NIP. 19570425 198601 1 001
NIP. 19540311 198002 1 002  j_batoro@ub.ac.id
 sutiman@ub.ac.id  jati_batoro@yahoo.co.id
Cellular Biology and Nanobiology Ethnobiology
Dr. Bagyo Yanuwiadi Dr. Sri Rahayu, M.Kes.

NIP. 19600118 198601 1 001 NIP. 19620528 198701 2 001
 yanuwiadi@ub.ac.id  srahayu@ub.ac.id
Biological Controls Animal Reproduction Biology
Prof. Dr.Ir. Estri Laras Dr. Suharjono, M.S.

Arumingtyas, M.Sc.St. NIP. 19630223 198802 1 001
NIP. 19630818 198802 2 001  calistus@ub.ac.id
 laras@ub.ac.id Environmental Microbiology
 larasbio@gmail.com
Plant Molecular Genetics
Dr. Serafinah Indriyani, M.Si. Dr. Wahyu Widoretno, M.Si.

NIP. 19630909 198802 2 001 NIP. 19630414 198903 2 001
 s.indriyani@ub.ac.id  widoretno@ub.ac.id
 indriyani.serafinah04@gmail.com  wahyu_widoretno@yahoo.com
Plant Structure and Development Plant Tissue Culture and Physiology
Prof. Dra. Fatchiyah, M.Kes., Dr. Endang Arisoesilaningsih,

Ph.D. M.S.
NIP. 19631127 198903 2 001 NIP. 19590908 198903 2 001
 fatchiya@ub.ac.id  e-arisoe@ub.ac.id
 fatchiya@yahoo.co.id  earisoe@gmail.com
Molecular Genetics and Ecology, Biodiversity Conservation
Nutrigenomics
273
Drs. Aris Soewondo, M.Si. Ir. Retno Mastuti, M.Agr.Sc.,
NIP. 19641122 199002 1 001 D.Agr.Sc.
 soewondo@ub.ac.id NIP. 19650509 199002 2 001
 arisswnd@gmail.com  mastuti7@ub.ac.id
Animal Structure and  rmastuti@yahoo.com
Development Plant Tissue Culture
Dra. Nunung Harijati, M.S., Dr. Catur Retnaningdyah, M.Si.

Ph.D. NIP. 19680103 199103 2 002
NIP. 19611105 199002 2 001 catur@ub.ac.id
 harijati@ub.ac.id  ririsyifa_catur@yahoo.com
Plant Physiology Waterway Ecosystem
Dr. Sri Widyarti, M.Si. Dra. Tri Ardyati, M.Agr., Ph.D.

NIP. 19670525 199103 2 001 NIP. 19671213 199103 2 001
 swid@ub.ac.id  triardy@ub.ac.id
Cellular Biology Applied Microbiology
Dr. Agung Pramana Warih Dr. Aminatun Munawarti,

Marhendra, M.Si. M.Si.
NIP. 19650616 199111 1 001 NIP. 19660808 199203 2 003
 agung_pramana@ub.ac.id  aminatun@ub.ac.id
junstone21@yahoo.com  aminatun_m@yahoo.co.id
Animal Reproduction Biology Plant Biotechnology
Drs. Sofy Permana, M.Sc., Prof. Dr. Ir. Moch. Sasmito

D.Sc. Djati, M.S.
NIP. 19680930 199402 1 003 NIP. 19610304 199103 1 001
 sofy_bio@ub.ac.id  msdjati@ub.ac.id
Molecular Biophysics  msdjati@yahoo.co.id
Embryo Manipulation
274
Rodiyati Azrianingsih, S.Si., Zulfaidah Penata Gama, S.Si.,
M.Sc., Ph.D. M.Si., Ph.D.
NIP. 19700128 199412 2 001 NIP. 19720201 199702 2 001
 rodiyati@ub.ac.id  gama@ub.ac.id
Plant Systematics  zulfaidah@yahoo.com
Entomology and Biological Controls
Prof. Muhaimin Rifaì, S.Si., Prof. Luchman Hakim, S.Si.,

Ph.D.Med.Sc. M.Agr.Sc., Ph.D.
NIP. 19680626 199702 1 001 NIP. 19710808 199802 1 001
 rifa123@ub.ac.id  luchman@ub.ac.id
 rifaulinnuha@hotmail.com  lufehakim@yahoo.com
Immunology Conservation Area Management
Prof. Widodo, S.Si., M.Si., Prof. Amin Setyo Leksono,

Ph.D.Med.Sc. S.Si., M.Si., Ph.D.
NIP. 19730811 200003 1 002 NIP. 19721117 200012 1 001
 widodo@ub.ac.id  amin28@ub.ac.id
 dodot134@gmail.com  leksono72@yahoo.com
Cancer Biology & Aging Entomology & Ecology
Brian Rahardi, S.Si., M.Sc. Nia Kurniawan, S.Si., M.P.,

NIP. 19790627 200212 1 003 D.Sc.
 brian_rhardi@ub.ac.id NIP. 19781025 200312 1 002
 brian_rhardi@yahoo.co.id  wawan@ub.ac.id
Plant Computation  wawanunibraw@yahoo.com
[ADVANCED STUDIES] Vertebrate Taxonomy
Dian Siswanto, S.Si., M.Si., Muhamad Imam, S.Si.,M.Si

M.Sc., Ph.D. NIP. 19790708 200312 1 002
NIP. 19770320 200501 1 002  imam@ub.ac.id
 diansiswanto@ub.ac.id  muhamadimam.ar@gmail.com
 dian_siswanto@yahoo.com
Plant Physiology
275
Yoga Dwi Jatmiko, S.Si., Irfan Mustafa, S.Si., M.Si.,
M.App.Sc., Ph.D. Ph.D.
NIP. 19810510 200501 1 002 NIP. 19781231 200801 1 021
 jatmiko_yd@ub.ac.id  irfan@ub.ac.id
 yjatmiko@yahoo.com  irmuss@yahoo.com
Food Microbiology Environmental Microbiology
Eko Suyanto, S.Si., M.Sc. Mufidah Afiyanti, S.P., Ph.D.

NIP. 19860131 201803 1 001 NIP. 19860417 201903 2 007
 esuyanto31@ub.ac.id  m.afiyanti@ub.ac.id
Genetics
Viky Vidayanti, S.Si., M.Si.

NIP. 19900709 201903 2 022
 viky.vidayanti@ub.ac.id
276
DEPARTMENT OF BIOLOGY
Dwi Hermanto, S.E., M.M. Ahmad Arifin

NIP. 19810917 200604 1 002 NIP. 19650903 198603 1 002
Academic Data Processor Executive Education Laboratory
 dwi_hermanto@ub.ac.id Manager
 dwihermanto2002  maspiping_takso@ub.ac.id
@gmail.com
Setiyawati, S.Si. Sugiono

NIP. 19730925 200112 2 001 NIP. 19750908 200701 1 002
Executive Education Laboratory Education Laboratory Manager
Manager  wildan.pay@ub.ac.id
 watibiofkm@ub.ac.id
 waifkm@yahoo.com
Eka Ernawati Kusnu

NIP. 19770824 200701 2 002 NIP. 19670629 200701 1 001
Academic Administrator Education Laboratory Manager
 ekabio77@ub.ac.id  kusnubiodas@ub.ac.id
 kusnu@yahoo.com
Harmaji Dra. Nanik Dwi Rahayu

NIP. 19690404 200701 1 001 NIP. 19651115 200701 2 001
Education Laboratory Manager Education Laboratory Manager
 harmaji@ub.ac.id  nanik_bio@ub.ac.id
 nanik_mikro@ub.ac.id
Ismail Marjuki Purnomo, S.Si., M.Si.

NIP. 19691115 200910 1 002  purnomo_bio@ub.ac.id
Office Manager
 jukibio@ub.ac.id
277
Husnin Kholidah, S.Kom.

278
DEPARTMENT OF CHEMISTRY
Prof. Dr. Ir. Chanif Mahdi, M.S. Dr. Ir. Adam Wiryawan, M.S.
NIP. 19520412 198002 1001 NIP. 19580621 198403 1 004
 chanif@ub.ac.id  adammipa@ub.ac.id
 chanifmahdi@gmail.com Analytical Chemistry
Biochemistry
Prof. Dr. Warsito, M.S. Dr. Ir. Uswatun Hasanah, M.Si.

NIP. 19590712 198503 1 004 NIP. 19551025 198603 2 002
 warsitoub@ub.ac.id  uswahas@ub.ac.id
 warsitoub88@yahoo.com  uswahas55@gmail.com
 warsitokimia@gmail.com Physical Chemistry
Organic Chemistry
Drs. Mohammad Misbah Dr. Sasangka Prasetyawan, M.S.

Khunur, M.Si. NIP. 19630404 198701 1 001
NIP. 19581101 198603 1 003  sasangka@ub.ac.id
 misbah_kimia@ub.ac.id  sasangka463@yahoo.com
 mmisbahkhunur@yahoo.com Biochemistry
Inorganic Chemistry
Dr. Rurini Retnowati, M.Si. Prof. Dr. Aulanni’am, drh.,DES

NIP. 19601209 198802 2 001 NIP. 19600903 198802 2 001
 rretnowati@ub.ac.id  aulani@ub.ac.id
 rurini_retnowati@yahoo.com  aulanibiochem@yahoo.com
Organic Chemistry Biochemical Science
Dra. Hermin Sulistyarti, Ph.D. Drs. Budi Kamulyan, M.Sc.

NIP. 19640529 198802 2 001 NIP. 19630619 199002 1 001
 hermin@ub.ac.id  b_kamul@ub.ac.id
 sulistyarti@yahoo.com  budi1906@gmail.com
Analytical Chemistry Physical Chemistry
279
Drs. Suratmo, M.Sc. Drs. Sutrisno, M.Si.
NIP. 19630706 199002 1 002 NIP. 19620318 199002 1 001
 ratmo_r@ub.ac.id  tris_mc@ub.ac.id
 suratmoub@gmail.com Biochemistry
Organic Chemistry
Dr. Diah Mardiana, M.S. Dr. Ani Mulyasuryani, M.S.

NIP. 19630529 199103 2 002 NIP. 19630628 199103 2 001
 mdiah@ub.ac.id  mulyasuryani@ub.ac.id
Physical Chemistry Analytical Chemistry
Dra. Sri Wardhani, M.Si. Dra. Anna Roosdiana,

NIP. 19680226 199203 2 001 M.App.Sc.
 wardhani@ub.ac.id NIP. 19580711 199203 2 002
Inorganic Chemistry  aroos@ub.ac.id
 annaroosdiana53@gmail.com
Biochemistry
Drs. Danar Purwonugroho, Dr. Dra. Tutik Setianingsih,

M.Si. M.Si.
NIP. 19600610 199203 1 002 NIP. 19691222 199402 2 001
 danar@ub.ac.id  tutik_setia@ub.ac.id
Inorganic Chemistry  tutikchem@gmail.com
Inorganic Chemistry
Siti Mutrofin, S.Si., M.Sc. Dr. Ulfa Andayani, S.Si., M.Si.

NIP. 19700917 199403 2 002 NIP. 19700929 199412 2 001
 mutrofin@ub.ac.id  ulfasuryadi@ub.ac.id
Inorganic Chemistry  ulfa_suryadi@yahoo.co.id
Analytical Chemistry
280
Darjito, S.Si., M.Si. Dr. Elvina Dhiaul Iftitah, S.Si.,
NIP. 19700708 199503 1 001 M.Si.
 darjito@ub.ac.id NIP. 19720419 199702 2 001
 darjito_chem@ub.ac.id  vin_iftitah@ub.ac.id
 darjito@gmail.com  vin_iftitah@yahoo.com
Inorganic Chemistry Organic Chemistry
Moh. Farid Rahman, S.Si., Akhmad Sabarudin, S.Si., M.Sc.,

M.Si. Dr.Sc.
NIP. 19700720 199702 1 001 NIP. 19740418 199702 1 001
 m_farid@ub.ac.id  sabarjpn@ub.ac.id
 mfaridrhm@gmail.com Analytical Chemistry
Organic Chemistry
Barlah Rumhayati, S.Si., M.Si., Dr.rer.nat Rachmat Triandi

Ph.D. Tjahjanto, S.Si., M.Si.
NIP. 19740429 200003 2 001 NIP. 19720717 200003 1 002
 rumhayati_barlah@ub.ac.id  rachmat_t@ub.ac.id
 rumhayati@yahoo.com  r.triandi@gmail.com
Analytical Chemistry Organic Chemistry
Masruri, S.Si., M.Si., Ph.D. Dr. Arie Srihardyastutie, S.Si.,

NIP. 19731020 200212 1 001 M.Kes.
 masruri@ub.ac.id NIP. 19720326 200212 2 001
Organic Chemistry  arie_s@ub.ac.id
 ariekend@yahoo.com
Biochemistry
Qonitah Fardiyah, S.Si., M.Si. Lukman Hakim, S.Si., M.Sc.,

NIP. 19770705 200312 2 001 Dr.Sc.
 fardiyah@ub.ac.id NIP. 19820412 200312 1 002
Analytical Chemistry  lukman.chemist@ub.ac.id
[ADVANCED STUDIES]  lukman.chemist@gmail.com
Computational Physical Chemistry
281
Zubaidah Ningsih AS, S.Si., Anna Safitri, S.Si., M.Sc., Ph.D.
M.Phil., Ph.D. NIP. 19800813 200502 2 008
NIP. 19790524 200312 2 002  a.safitri@ub.ac.id
 zubaidah@ub.ac.id  cesqee@yahoo.com
Physical Chemistry Biochemistry
Siti Mariyah Ulfa, S.Si., M.Sc., Yuniar Ponco Prananto, S.Si.,

Dr.Sc. M.Sc., Ph.D.
NIP. 19810406 200502 2 009 NIP. 19810620 200501 1 002
 ulfa.ms@ub.ac.id  prananto@ub.ac.id
Organic Chemistry Inorganic Chemistry
Ellya Indahyanti, S.Si., M.Eng. Layta Dinira, S.Si., M.Si.

NIP. 19731120 200604 2 001 NIP. 19901115 201903 2 021
 ellya@ub.ac.id  laytadinira@ub.ac.id
Physical Chemistry Analytical Chemistry
Dr. Ika Oktavia Wulandari, S.Si.,

M.Si.
NIP. 19921007 201903 2 017
 ikawulandari@ub.ac.id
Physical Chemistry
282
DEPARTMENT OF CHEMISTRY
Darwin Aprial Jastirbah

NIP. 19641231 198503 1 028 NIP. 19630418 198603 1 003
Senior Executive Education Senior Executive Education
Laboratory Manager Laboratory Manager
 darwin@ub.ac.id  aprial_jas@ub.ac.id
Maryono Widji Sulistijo

NIP. 19660509 199501 1 001 NIP. 19710413 199512 1 002
Senior Executive Education Senior Executive Education
Laboratory Manager Laboratory Manager
 maryono@ub.ac.id  widjisulistijo@ub.ac.id
Nur Yusrina Wasino

NIP. 19730518 199512 2 001 NIP. 19680327 198903 1 001
Senior Executive Education Office Manager
Laboratory Manager  wasino@ub.ac.id
 nur_yus@ub.ac.id
Bambang Arianto, S.Si. Soerjani Widyastuti, S.Kom.

NIP. 19771003 200112 1 002 NIP. 19701225 200112 2 001
Senior Executive Education Executive Education Laboratory
Laboratory Manager Manager
 bambang_chem@ub.ac.id  soerjani_chem@ub.ac.id
Hartoyo Hadi Kurniawan, A.Md.

NIP. 19760706 200701 1 003 NIP. 19831120 200501 1 001
Academic Administrator Executive Education Laboratory
 toyyo@ub.ac.id Manager
 hadi_chem2001@ub.ac.id
 hadi_chem2001@yahoo.com
283
Ernawati Sukardi, S.I.Kom. Didik Siswanto
NIP. 19750507 200701 2 030 NIP. 19790416 200701 1 001
Education Program Manager Office Manager
 ernawati_s@ub.ac.id  didik_chem@ub.ac.id
 erna_nanik@yahoo.com
284
DEPARTMENT OF PHYSICS
Dr. Ir. Wiyono, M.Si. Drs. Wasis, M.A.B.

NIP. 19580210 198303 1 001 NIP. 19551109 198403 1 001
 wiyonogeofis@ub.ac.id  wasis55@ub.ac.id
Geophysics Geophysics
Dr. Heru Harsono, M.Si. Dra. Lailatin Nuriyah, M.Si.

NIP. 19600716 198503 1 005 NIP. 19560617 198602 2 001
 heru_har@ub.ac.id  lailaitin@ub.ac.id
 heru_har@yahoo.com Material Physics
Condensed Matter Physics
Drs. Alamsyah Mohammad Prof. Drs. Arinto Yudi Ponco

Juwono, M.Sc., Ph.D. Wardoyo, M.Sc., Ph.D.
NIP. 19600421 198802 1 001 NIP. 19640702 198903 1 001
 m_juwono@ub.ac.id  a.wardoyo@ub.ac.id
Astrophysics Instrumentation & Environmental
Measurement
Ir. Dionysius Joseph Djoko Dr. Unggul Pundjung Juswono,

Herry Santjojo, M.Phil., Ph.D. M.Sc.
NIP. 19660131 199002 1 001 NIP. 19650111 199002 1 002
 d_santjojo@ub.ac.id  unggul-pj@ub.ac.id
Material Physics Biophysics and Medical Physics
Prof. Dr.-Ing. Setyawan Drs. Johan Andoyo Effendi

Purnomo Sakti, M.Eng. Noor, M.Sc., Ph.D.
NIP. 19650825 199002 1 001 NIP. 19650325 199002 1 004
 setyawansakti@yahoo.com  jnoor@ub.ac.id
Instrumentation & Sensors Medical Physics
285
Prof. Dr. rer.nat. Muhammad Prof. Drs. Adi Susilo, M.Si.,
Nurhuda Ph.D.
NIP. 19640910 199002 1 001 NIP. 19631227 199103 1 002
 mnurhuda@ub.ac.id  susilo.adi642@gmail.com
Computational Physics Geophysics Exploration and Disaster
Mitigation
Dr. Sugeng Rianto, M.Sc. Prof. Dr. Eng. Didik Rahadi

NIP. 19690930 199402 1 001 Santoso, M.Si.
 priantos@ub.ac.id NIP. 19690610 199402 1 001
Visualization & Physical Modeling  dieks@ub.ac.id
Instrumentation
Achmad Hidayat, S.Si., M.Si. Drs. Ach. Agus Dardiri, M.Si.

NIP. 19681210 199403 1 017 NIP. 19660822 199403 1 001
 achidayat@ub.ac.id  gusdar@ub.ac.id
Biophysics Material Physics
[ADVANCED STUDIES]
Drs. Hari Arief Dharmawan, Dr.rer.nat. Abdurrouf, S.Si.,

M.Eng., Ph.D. M.Si.
NIP. 19690920 199412 1 001 NIP. 19720903 199412 1 001
 hari_arief@ub.ac.id  abdurrouf@ub.ac.id
Electronics & Instrumentation Theoretical & Computational Physics
Dr. Sunaryo, S.Si., M.Si. Drs. Didik Yudianto, M.Si.

NIP. 19671228 199412 1 001 NIP. 19690425 199412 1 001
 sunaryo@ub.ac.id  didik_y@ub.ac.id
Integrated Geophysics Remote Sensing
286
Dr. Eng. Agus Naba, S.Si., M.T. Chomsin Sulistya Widodo, S.Si.,
NIP. 19720806 199512 1 001 M.Si., Ph.D.
 anaba@ub.ac.id NIP. 19691020 199512 1 002
 agusnaba@gmail.com  chomsin@ub.ac.id
Computational Physics Medical Physics
Prof. Sukir Maryanto, S.Si., Dr. Istiroyah, S.Si., M.T.

M.Si., Ph.D. NIP. 19740815 199903 2 002
NIP. 19710621 199802 1 001  Istiroyah@gmail.com
 smaryanto@gmail.com Material Science and Engineering
Computational Physics
Ahmad Nadhir, S.Si., M.T., Mauludi Ariesto Pamungkas,

Ph.D. S.Si., M.Si., Ph.D.
NIP. 19741203 199903 1 002 NIP. 19730412 200003 1 013
 anadhir@ub.ac.id  mariesto@gmail.com
Instrumentation & Controls Material Physics
Dr. Eng Masruroh, S.Si., M.Si. Firdy Yuana, S.Si., M.Si.

NIP. 19751231 200212 2 002 NIP. 19800329 200502 2 007
 ruroh@ub.ac.id  firdy@ub.ac.id
 rafizen_02@yahoo.com Medical Physics
Material Science & Energy
Gancang Saroja, S.Si., M.T. Sri Herwiningsih, S.Si.,

NIP. 19771118 200501 1 001 M.App.Sc., Ph.D.
 saroja@ub.ac.id NIP. 19831019 200604 2 002
Theories & Computation  herwin@ub.ac.id
 herwie01@gmail.com
Biophysics
287
Muhammad Ghufron, S.Si., Cholisina Anik Perwita, S.Si.,
M.Si. M.Si.
NIP. 19880727 201404 1 002 NIP. 19880202 201504 2 001
 mghufron@ub.ac.id  cholisina@ub.ac.id
Material Physics Physics
[ADVANCED STUDIES]
Risalatul Latifah, S.Si., M.Si. Mayang Bunga Puspita, S.Si.,

NIP. 19880829 201903 2 007 M.Eng.
 risa.latifah@ub.ac.id NIP. 19920303 201903 2 000
 mayang.puspita@ub.ac.id
Faridha Aprilia, S.T., M.Eng. Triswantoro Putro, S.Si., M.Si.

NIP. 19910414 201903 2 018 NIP. 19841123 201903 1 007
 faridha.aprilia@ub.ac.id  triswantoro@ub.ac.id
Dewi Anggraeni, S.Si., M.Si.

NIP. 198703012019032010
 dewianggraeni.x@ub.ac.id
288
DEPARTMENT OF PHYSICS
Purnomo Sahri
NIP. 19661212 199303 1 001 NIP. 19690930 199403 1 001
Senior Executive Education Executive Archivist
Laboratory Manager  sahri_fis@ub.ac.id
 purnomo1966@ub.ac.id  sahri_s@ymail.com
 purnomo1966@yahoo.com
Robby Asmara Indrajid Murti Wahyu Adi Widodo

NIP. 19651209 199702 1 001 NIP. 19720915 199512 1 001
Executive Education Laboratory Senior Executive Education
Manager Laboratory Manager
 robby_asmara@ub.ac.id  murti_wah@ub.ac.id
 robby@yahoo.com
Sunariyadi Susilo Purwanto

NIP. 19661004 200701 1 002 NIP. 19700214 200701 1 001
Education Laboratory Manager Academic Administration
 sunar_ub@ub.ac.id  susilopurwanto@ub.ac.id
 taiboen66@yahoo.com  susilopurwanto14@yahoo.co.id
Puji Santoso Deni Agus Darmawan

NIP. 19751031 200910 1 001 General Affairs & Domestic Affairs of
Education Laboratory Manager Physics
 keceng_chayoo@yahoo.com Perum Villa Bukit Tidar
 deni_fis@ub.ac.id
289
DEPARTMENT OF MATHEMATICS
Prof. Dr. Agus Widodo, M.Kes. Dra. Ari Andari, M.Si.

NIP. 19530523 198303 1 002 NIP. 19610516 198701 2 001
 aguswidodo@ub.ac.id  ari_mat@ub.ac.id
Industrial and Financial Algebra
Mathematics
Drs. Marsudi, M.S. Dr. Noor Hidayat, M.Si.

NIP. 19610117 198802 1 002 NIP. 19611204 198802 1 001
 marsudi61@ub.ac.id  noorh@ub.ac.id
Algebraic Modeling and Simulation Algebra
Dr. Sobri A., M.T. Prof. Dr. Marjono, M.Phil.

NIP. 19601207 198802 1 001 NIP. 19621116 198803 1 004
 sobri@ub.ac.id  marjono@ub.ac.id
Industrial and Financial Mathematical Modeling
Mathematics
Dra. Trisilowati, M.Sc., Ph.D. Drs. Imam Nurhadi Purwanto,

NIP. 19630926 198903 2 001 M.T.
 trisilowati@ub.ac.id NIP. 19620314 198903 1 001
 tsilowati@yahoo.com  wantoinp@ub.ac.id
Modeling and Simulation Industrial and Financial
Mathematics
Drs. Mohamad Muslikh, M.Si., Dra. Endang Wahyu

Ph.D. Handamari, M.Si.
NIP. 19591031 198912 1 001 NIP. 19661112 199103 2 001
 mslk@ub.ac.id  ewahyu-math@ub.ac.id
 muslikh59@yahoo.com Operations Research, Probability,
Analysis and Stochastic Processes
290
Drs. Bambang Sugandi, M.Si. Drs. Abdul Rouf Alghofari,
NIP. 19590515 199203 1 002 M.Sc., Ph.D.
 bamsugan@ub.ac.id NIP. 19670907 199203 1 001
Algebra  abdul_rouf@ub.ac.id
 alghofari@yahoo.com
Algebraic Analysis
Dr. Wuryansari Muharini Prof. Dr. Agus Suryanto, M.Sc.

Kusumawinahyu, M.Si. NIP. 19690807 199412 1 001
NIP. 19660728 199303 2 001 suryanto@ub.ac.id
 wmuharini@ub.ac.id  agussuryanto@yahoo.com
 wmuharini@yahoo.com Applied Analysis and Computation
Applied Mathematics Science
Kwardiniya Andawaningtyas, Ratno Bagus Edy Wibowo, S.Si.,

S.Si., M.Si. M.Si., Ph.D.
NIP. 19700622 199802 2 001 NIP. 19750908 200003 1 003
 dina_math@ub.ac.id  rbagus@ub.ac.id
 akwardiniya@yahoo.com  ratnobagus@gmail.com
Operations Research, Probability, Modeling Analysis
and Stochastic Processes
Dr. Umu Saàdah, M.Si. Dr. Isnani Darti, S.Si., M.Si.

NIP. 19680725 200212 2 001 NIP. 19731216 200212 2 001
 u.saadah@ub.ac.id  isnanidarti@ub.ac.id
Actuary Science  fiaradithkoe@yahoo.com
Modeling and Simulation
Industrial and Financial
Mathematics
Syaiful Anam, S.Si., MT., Ph.D. Dr. Saàdatul Fitri, S.Si., M.Sc.
NIP. 19780115 200212 1 003 NIP. 19800814 200501 2 004
 syaiful@ub.ac.id  saadatulfitri@ub.ac.id
 syaifulanam2000@yahoo.com Analysis
Mathematics
291
Indah Yanti, S.Si., M.Si. Corina Karim, S.Si., M.Si., Ph.D.
NIP. 19791129 200501 2 002 NIP. 19830222 200912 2 002
 indah_yanti@ub.ac.id  co_mathub@ub.ac.id
Modeling and Simulation  co_mathbu@yahoo.com
Vira Hari Krisnawati, S.Si., Ummu Habibah, S.Si., M.Si.,

M.Sc. Ph.D.
NIP. 19820925 200604 2 001 NIP. 19850515 200912 2 004
 virahari@ub.ac.id  ummu_habibah@ub.ac.id
Algebra [ADVANCED STUDIES] Modeling and Simulation
Nur Shofianah, S.Si., M.Si., Zuraidah Fitriah, S.Si., M.Si.

Ph.D. NIP 19870610 201404 2 002
NIP. 19841124 200912 2 006  zuraidahfitriah@ub.ac.id
 nur_shofianah@ub.ac.id Applied Mathematics
 viena_shofianah@yahoo.com
Applied Analysis and Computation
Science
Mila Kurniawaty, S.Si., M.Si., Dwi Mifta Mahanani, S.Si., M.Si.

Ph.D. NIP. 19900620 201504 2 004
NIP. 19860504 200912 2 006 
 mila_n12@ub.ac.id
 mila_akuwni@yahoo.com
Mathematics
Dr. Darmadjid, S.Si., M.Si.

NIP. 19860411 201903 1 009
 darmajid@ub.ac.id
292
DEPARTMENT OF MATHEMATICS
Pujiyanti, A.Md. Misno

NIP. 19781023 200910 2 002 NIP. 19680210 200701 1 001
General Administrator Office Manager
 pujiyanti@ub.ac.id  misno@ub.ac.id
Hadi Wiyono Riesky Ovta Hidayat, A.Md.

NIP. 19771030 200810 1 002 NIK. 87070709210350
Educational Facilities Manager Computer Manager
 h4d1_32@ub.ac.id  riski_ovta@ub.ac.id
293
DEPARTMENT OF STATISTICS
Prof. Dr. Ir Waego Hadi Prof. Dr. Ir. Henny Pramoedyo,

Nugroho M.S.
NIP. 19521207 197903 1 003 NIP. 19570705 198103 1 009
 whn@ub.ac.id  hennyp@ub.ac.id
 waego.nugroho@yahoo.com  pramoedyohp@yahoo.com
Applied Statistics
Prof. Dr. Ir. Ni Wayan Surya Ir. Mudjiono, M.M.

Wardhani, M.S. NIP. 19610528 198703 1 003
NIP. 19551102 198103 2 001  mudjiono_mm@yahoo.com
 wswardhani@ub.ac.id
 wswardhani@yahoo.com
Biostatistics
Ir. Heni Kusdarwati, M.S. Dr. Ir. Solimun, M.S.

NIP. 19611208 198701 2 001 NIP. 19611215 198703 1 002
 hkusdarwati@ub.ac.id  solimun@ub.ac.id
Social and Economic Statistics
Dr. Ir. Atiek Iriany, M.S. Dr. Ani Budi Astuti, M.Si.
NIP. 19630809 198802 2 001 NIP. 19570705 199103 1 009
 atiek@ub.ac.id  ani_budi@ub.ac.id
 atiekiriany@yahoo.com Bayesian Statistics Modeling
Samingun Handoyo, S.Si., M.Cs. Rahma Fitriani, S.Si., M.Sc., Ph.D.

NIP. 19730415 199802 1 002 NIP. 19760328 199903 2 001
 samistat@ub.ac.id  rahmafitriani@ub.ac.id
Computational Statistics  rahmafitriani@ymail.com
[ADVANCED STUDIES]
294
Dr. Suci Astutik, S.Si., M.Si. Dr. Eni Sumarminingsih, S.Si.,
NIP. 19740722 199903 2 001 M.M.
 suci_sp@ub.ac.id NIP. 19770515 200212 2 009
 suci_sp@yahoo.com  eni_stat@ub.ac.id
Achmad Efendi, S.Si., M.Sc., Dr. Adji Achmad Rinaldo

Ph.D. Fernandes, S.Si., M.Sc.
NIP. 19810219 200501 1 001 NIP. 19810908 200501 1 002
 a_efendi@ub.ac.id  fernandes@ub.ac.id
 efendi_a@yahoo.com  rinaldofernkr@yahoo.com
Statistics Theories, Statistical
Modeling
Nurjannah, S.Si., M.Phil., Ph.D. Darmanto, S.Si., M.Si.

NIP. 19800921 200501 2 001 NIP. 19830530 200604 1 003
 nj_anna@ub.ac.id  darman_stat@ub.ac.id
 darmanto.muat@gmail.com
Actuary Science
Luthfatul Amaliana, S.Si., M.Si. Dwi Ayu Lusia, S.Si., M.Si.

NIP. 19900627 201504 2 002 NIP. 19890603 201903 2 014
 luthfatul@ub.ac.id  dwiayulusia@ub.ac.id
Nur Silviyah Rahmi, S.Si., M.Stat.

NIP. 19911104 201903 2 018
 silviyahrahmi@ub.ac.id
295
DEPARTMENT OF STATISTICS
Nur Azizah, S.E. Sahroni

NIP. 19681121 200701 2 001 NIP. 19660520 200701 1 002
Office Manager General Administrator
 azizahkimia@ub.ac.id  sahroni@ub.ac.id
 m.sahroni@ub.ac.id
Mohammad Romadhoni, A.Md.

NIK. 84042809210351
Computer Manager
 dhoni_friend@ub.ac.id
 dhonita25@gmail.com
296

Faculty Postgraduate Academic Guidelines 2020-2021 (Dept of Statistics)

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Faculty Postgraduate Academic Guidelines 2020-2021 (Dept of Statistics)

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EDUCATIONAL GUIDELINES

MASTER’S PROGRAMS AND

2020/2021 ACADEMIC YEAR

FACULTY OF MATHEMATICS AND NATURAL SCIENCES

Malang, 24 August 2020

Prof. Drs. Adi Susilo, M.Si., Ph.D.

CHAPTER XII 211

CHAPTER XIV 239

CHAPTER XVI 256

LIST OF NAMES 268

7 Midterm Examinations 5 - 10 April 2021

A. A Brief History of the Faculty of Mathematics and Natural Sciences

B. Vision, Mission, and Objectives

Motto: Service with Smiles, Activeness, Innovation, Comfort, and Courtesy

C. Organizational Structure of the Faculty

1) Dean and Vice-Dean

• Basic Biology • Microbiology

9) Agency of Research and Community Service (BPPM)

10) Information and Public Relations System Management (PSIK)

11) Agency of Journal Publication (BPJ)

12) Ethics Team

3) Faculty Information System

E. REGULATIONS OF THE COMMUNITY OF THE FACULTY OF MATHEMATICS AND NATURAL SCIENCES

2) Rights and Obligations

3) Code of Conduct for Association and Responsibility

4) Violations and Sanctions

5) Committee of Infraction Deliberations (PANTIB)

D. Student Academic Ability Evaluation

E. Qualifications of Lecturers for Master’s and Doctoral Programs

G. Double (Dual) Degree Programs

H. Program from Master’s to Doctoral Education for Leading Graduates (PMDSU)

I. Accelerated Program from Undergraduate Level to Master’s Level (Fast Track)

J. Accelerated Program for Leading Doctors (PPDU)

B. THE CONCEPT OF OUTCOME-BASED EDUCATION (OBE)

Table 3.1 Levels of Implementation of Outcome-Based Education

C. THE CURRICULUM OF OUTCOME-BASED EDUCATION (OBE)

Involvement of Concept of integrated Curriculum Concept

Curriculum structure & Concept &

D. CHARACTERISTICS AND PLANNING OF THE LEARNING PROCESS FOR OUTCOME-BASED

E. EXECUTION OF LEARNING BY OUTCOME-BASED EDUCATION (OBE)

F. ASSESSMENT OF OUTCOME-BASED EDUCATION (OBE)

Assessment Form Possible Learning Forms to Be Assessed

Interview on critical events Reflection, application, perception toward relevance

One to three-minute answers

G. PORTFOLIO DOCUMENT FOR OUTCOME-BASED EDUCATION (OBE)

H. LEARNING INNOVATION IN OUTCOME-BASED EDUCATION (OBE)

I. QUALITY ASSURANCE FOR OUTCOME-BASED EDUCATION (OBE)

Master & quality document

1. Achievement of Vision and

SPMI Activity Cycle (E5)

Finalization of SN-Dikti and

Improvement of SN-Dikti and Fulfillment of SN-Dikti and

Analysis of causes and revisions Comparison of SN-Dikti and

Course Quality Assurance Model

Recommended Syllabus and course plans

Reported in the form of a Course Portfolio

Figure 3.5 Implementation of the quality assurance model for courses

Study Program Quality Assurance Model

Recommended Revisions Annual Work Plan and Budget,

Study Program QA Task Force Costs

Monitoring, Assessment Implementation of Work/Budget Plan

Reported in the form of a Study Program Report (of Quality Assessment)

Study Program Quality Assurance Model → Accreditation

Recommended Revisions Annual Work Plan and Budget,