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
FACULTY OF MATHEMATICS AND NATURAL SCIENCES

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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
1) Undergraduate Program
2) Master’s Program
3) Doctoral Program
c) Department of Physics
Study Program of Physics
1) Undergraduate Program
2) Master’s Program
3) Doctoral Program
Study Program of Geophysical Engineering
1) Undergraduate Program
Study Program of Instrumentation
1) Undergraduate Program
d) Department of Mathematics
Study Program of Mathematics
1) Undergraduate Program
2) Master’s Program
3) Doctoral Program
Study Program of Actuary Science
1)Undergraduate Program
e) Department of Statistics
Study Program of Statistics
1) Undergraduate Program
2) Master’s Program

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

8
 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
FACULTY OF MATHEMATICS AND NATURAL SCIENCES

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

11
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.

12
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).

13
 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

14
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.

15
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

19
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

21
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.

22
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

23
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)

24
 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
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 → 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
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.

29
 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.

31
 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).

32
 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.

38
 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.

41
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

43
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.

44
 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:

45
 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

48
 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:

49
 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
 CHAPTER XI
MASTER’S STUDY PROGRAM OF MATHEMATICS

A. Identity of the Study Program

Name of the Study Program
Organization Permit
Accreditation Status
: Master of Mathematics
: Minister of Education of the Republic of Indonesia Decree
No. 54/D/O/2010, on the date of 21 May 2010
: A, applies until 09 April 2024
Decree Number 689/SK/BAN-PT/Akred/M/IV/2019

B. Background
The Master’s Study Program of Mathematics, as one of the Study Programs in the Department of
Mathematics of UB, was established in 2010 with an organizational permit based on Minister of Education
of the Republic of Indonesia Decree Number 54/D/O/2010 on the date of 21 May 2010. The objective of
establishing this study program is to realize the responsibility of the Department of Mathematics for the
development of human resources who possess capabilities in developing science and technology,
particularly the field of mathematics. The organization of this program study is supported by human
resources and facilities in the form of laboratories and classrooms that are sufficient.
The Master’s Study Program of Mathematics has the characteristic of being leading in mathematical
applications in the fields of biological mathematics, mathematics education, computational science, and
physical mathematics. Through these fields, students are trained to analyze and develop mathematical
models based on natural phenomena. As such, this is expected to create Master of Mathematics alumni who
are prepared and capable of developing mathematical applications in order to be able to face the various
challenges of the Industrial Revolution 4.0 era and to compete in the free market mechanism. Further, it is
expected that the Master’s Study Program of Mathematics plays an active role in realizing the aspiration of
Brawijaya University to become a “World Class University”.
The curriculum that becomes the core of the organization of the study program is reviewed by educators
once every five years through the mechanism of curriculum reconstruction with the objective of adjusting
to both internal and external changes and developments, and thus the utilized curriculum is expected to
create alumni that meet the needs of the market. Starting from the 2020/2021 Odd Semester, the Master’s
Study Program of Mathematics utilizes the reconstructed curriculum of 2020, hereinafter stated as the 2020
Curriculum. This curriculum is designed with reference to the Indonesian National Qualifications Framework
(KKNI) and Outcome-Based Education (OBE).

C. Vision, Mission, and Objectives

Vision:
To become a Master’s Study Program of Mathematics that leads in education in the year 2035 in the
development of mathematics and its applications to support developments in industries and biological
science.
Mission:
The Master’s Study Program of Mathematics of the Faculty of Mathematics and Natural Sciences of
Brawijaya University establishes its mission consistently and refers to the institutional mission for the
achievement of its vision. These are the missions of the Master’s Study Program of Mathematics:
1. To organize learning that is oriented to the development and application of mathematics.
2. To develop a culture of research to support research activities in the field of mathematics and its
applications.
3. To play an active role in providing information to the people to solve problems that are related to
mathematics and its applications.

Objectives:
176
 The educational objectives of the Master’s Study Program of Mathematics of UB are to create Master’s
graduates of Mathematics who are able to play roles in the career fields of choice as well as to possess the
following capabilities (measured within a time of 3-5 years after the completion of studies):

1) : To possess the capability of developing the knowledge of mathematics and its applications in
the fields of industry and biological science.
2) : To possess the capability of resolving the knowledge of mathematics and its applications in the
fields of industry and biological science.
3) : To possess the capability of becoming researchers who possess recognition as educators and
in education.
4) : To be active in various activities that support career development and possess the capability to
continue education to a higher level.

D. Graduate Competences
The learning competences of the Master’s Study Program of Mathematics of the Faculty of Mathematics and
Natural Sciences are declared in Graduate Learning Targets (CPL) and Course Learning Targets (CPMK). CPL
are composed of competences of general skills, competences of specific skills, competences of knowledge
mastery, and competences of lifelong learning). The following are explanations of the competences of CPL;
the CPMK are explained in the syllabus of each course.

1) Competences of General Skills

CPL 1 : To be able to compose scientific conceptions and the results of studies based on
principles, method, and ethics of science in the form of a thesis, and to publish scientific
articles on the results of the thesis research in papers that are published in reputable
national or international scientific journals.
CPL 2 : To be able to identify the fields of science that become the object of research and to
position oneself into a research map that is developed through interdisciplinary or
multidisciplinary approaches.

2) Competences of Specific Skills

CPL 3 : To be able to construct mathematical models to solve problems in the fields of education
and biological science.
CPL 4 : To be able to conduct studies on the accuracy and utility of a mathematical model in
solving problems in the fields of education and biological science.
CPL 5 : To be able to conduct in-depth examinations or expansion of the knowledge of
mathematics with the creation of models, methods, or theoretical developments that are
accurate, tested, and innovative.

3) Competences of Knowledge Mastery

CPL 6 : To master the concepts of algebra, analysis, numerical analysis, and stochastic processes,
and to be able to apply them in the fields of education and biological science.

4) Lifelong Learning

CPL 7 : To understand and follow the philosophy of lifelong learning and to be adaptive toward the
development of science and technology, particularly fields that are related to theories of
mathematics and its applications.

E. Topics of Study and Research

177
 In the Master’s Study Program of Mathematics of UB, there are 6 concentrations that also indicate the
respective research groups, with the following being the topics of study and research for each:
1) Concentration of Biological Mathematics
a) Modeling of population growth (ecology, bioprocess, epidemiology)
b) Dynamic analysis (continuous or discrete dynamics)
c) Development of numerical schemes for dynamics (construction, analysis, and implementation)
d) Optimal applications
2) Concentration of Computational Science
a) Intelligent computation
b) Science of data/analytic data
c) Image processing
3) Concentration of Industrial Mathematics
a) Development of transportation models
b) Models of supply, optimization, and decisions
4) Concentration of Algebra and Analysis
a) Non-linear differential theory and fixed point theory
b) Analysis and functions
c) Theories of groups, rings, modules, fuzzy algebra, and graph algebra
5) Concentration of Physical Mathematics
a) Modeling of nonlinear waves (water and sound)
b) Numerical analysis (convergence, stability) and computation (methods and programming)
c) Analysis of solutions to nonlinear waves
6) Concentration of Mathematics Education
Topics of this concentration comprise the development of mathematical concepts related to materials
of school level of others, in the form of algebra, analysis, geometry, and applied mathematics.

F. Curriculum Structure
The curriculum of the Master’s Study Program of Mathematics is composed of units of courses, the thesis
proposal, and the thesis. Units of courses are comprised of required study program courses, required
concentration courses, and elective courses. The thesis proposal and thesis is required to be taken by all
students. The programming of units of courses and the selection of research topics for the thesis proposal
and thesis must be in line with the selected concentration. The total credit load ranges from 41 to 47 credits,
comprised of 14 credits of required study program courses, 3 – 6 credits of required concentration courses,
9 – 15 credits of elective courses, 4 credits of the thesis proposal, and 8 credits of the thesis. The complete
details are outlined in Table 11.2 through Table 11.8 below. The significance of the codes of courses is
explained beforehand, as presented in Table 11.1.

Table 11.1 Codes of Courses of the Master’s Study Program of Mathematics

DIGIT NO. CODE REPRESENTATION
1–3 MAM Code of the Faculty and the Department of Mathematics
4 8 Master’s level of the KKNI
5 0 Course can be taken in either the odd or even semester
0 Thesis Proposal and Thesis
1 Required Study Program Courses
2 Courses of the Biological Mathematics Concentration
3 Courses of the Computational Science Concentration
6
4 Courses of the Industrial Mathematics Concentration
5 Courses of the Algebra and Analysis Concentration
6 Courses of the Physical Mathematics Concentration
7 Courses of the Mathematics Education Concentration
7–8 01 – 99 Sequence of Courses
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 Table 11.2 List of Required Courses of the Master’s Study Program of Mathematics
No. Course Code Course Name Credits Semester
1 MAM80101 Linear Algebra Theory 3 Odd/Even
2 MAM80102 Real Analysis 3 Odd/Even
3 MAM80103 Mathematical Statistics 3 Odd/Even
4 MAM80104 Computational Mathematics 3 Odd/Even
5 MAM80105 Research Methodology and Scientific Writing 2 Odd/Even
6 MAM80*** Required Concentration Courses 3–6 Odd/Even
7 MAM80001 Thesis Proposal 4 Odd/Even
8 MAM80002 Thesis 8 Odd/Even
Total Credits 29 – 32

Table 11.3 List of Courses of the Biological Mathematics Concentration

No. Course Code Course Name Credits Remarks Semester
1 MAM80201 Dynamical Systems 3 Required Concentration Odd/Even
2 MAM80202 Population Dynamics 3 Required Concentration Odd/Even
3 MAM80203 Control Theory 3 Elective Odd/Even
4 MAM80204 Optimal Control 3 Elective Odd/Even
5 MAM80205 Parameter Estimation 3 Elective Odd/Even

Table 11.4 List of Courses of the Computational Science Concentration

No. Course Code Course Name Credits Remarks Semester
1 MAM80311 Intelligent Computation 3 Required Concentration Odd/Even
2 MAM80303 Image Processing 3 Elective Odd/Even
3 MAM80312 Big Data Analytics 3 Elective Odd/Even
4 MAM80313 Swarm Intelligence 3 Elective Odd/Even
5 MAM80314 Machine Learning 3 Elective Odd/Even

Table 11.5 List of Courses of the Industrial Mathematics Concentration

No. Course Code Course Name Credits Remarks Semester
1 MAM80401 Operations Research 3 Required Concentration Odd/Even
2 MAM80402 Financial Mathematics 3 Required Concentration Odd/Even
3 MAM80403 Actuary Mathematics 3 Elective Odd/Even
4 MAM80404 Risk Theory 3 Elective Odd/Even
5 MAM80405 Transportation and Logistics 3 Elective Odd/Even
Modeling
6 MAM80406 Decision Theory 3 Elective Odd/Even
7 MAM80407 Stochastic Processes 3 Elective Odd/Even

Table 11.6 List of Courses of the Algebra and Analysis Concentration

No. Course Code Course Name Credits Remarks Semester
1 MAM80501 Functional Analysis 3 Required Concentration Odd/Even
2 MAM80502 Module Theory 3 Required Concentration Odd/Even
3 MAM80505 Integral Theory 3 Elective Odd/Even
4 MAM80506 Measure Theory 3 Elective Odd/Even
5 MAM80509 Univalent Functions 3 Elective Odd/Even
6 MAM80510 Nonlinear PDE Theory 3 Elective Odd/Even
7 MAM80511 Abstract Algebra 3 Elective Odd/Even
8 MAM80512 Fuzzy Algebra 3 Elective Odd/Even
9 MAM80513 Graph Theory 3 Elective Odd/Even
10 MAM80514 Matrix Analysis 3 Elective Odd/Even
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 11 MAM80515 Finite Fields 3 Elective Odd/Even
12 MAM80516 Fixed-Point Theorems and Their 3 Elective Odd/Even
Applications
13 MAM80517 Introduction to Set-Valued 3 Elective Odd/Even
Functions
14 MAM80518 Harmonic Analysis 3 Elective Odd/Even
15 MAM80519 Graph Algebra Theory 3 Elective Odd/Even

Table 11.7 List of Courses of the Physical Mathematics Concentration

No. Course Code Course Name Credits Remarks Semester
1 MAM80601 Numeric Partial Differential 3 Required Concentration Odd/Even
Equations
2 MAM80602 Finite Element Method 3 Elective Odd/Even
3 MAM80603 Finite Volume Method 3 Elective Odd/Even
4 MAM80604 Optical Mathematics 3 Elective Odd/Even
5 MAM80605 Fluid Dynamics 3 Elective Odd/Even
6 MAM80606 Variational Method 3 Elective Odd/Even

Table 11.8 List of Courses of the Mathematics Education Concentration

No. Course Code Course Name Credits Remarks Semester
1 MAM80701 Mathematical Arguments and 3 Required Concentration Odd/Even
Proofs
2 MAM80702 Mathematical Learning 3 Required Concentration Odd/Even
3 MAM80703 Euclidean Geometry 3 Elective Odd/Even
4 MAM80704 Advanced Number Theory 3 Elective Odd/Even
5 MAM80705 Statistics 3 Elective Odd/Even
6 MAM80706 Calculus and Analytic Geometry 3 Elective Odd/Even
7 MAM80707 Discrete Mathematics 3 Elective Odd/Even
8 MAM80708 Symmetry and Transformation 3 Elective Odd/Even
9 MAM80511 Abstract Algebra 3 Elective Odd/Even
In the 2020 Curriculum, there are several changes from the 2015 Curriculum:
1) Addition of Concentrations
In the 2015 Curriculum there were 4 concentrations, while in the 2020 Curriculum there are 6
concentrations. The new concentrations are Physical Mathematics and Mathematics Education. The
latter is specifically directed for teachers who intend to take an education in a non-teaching Master’s
program in order to possess capabilities of mathematical concept mastery in a more comprehensive
manner as a graduate of Master of Mathematics.
2) Changes to Required Courses
a. The course of Abstract Algebra is replaced by Linear Algebra Theory. This change was based on
the thinking that the understanding and mastery of the concepts of linear algebra is very much
needed in the development of concepts of mathematical applications.
b. The course of Stochastic Processes is replaced by Mathematical Statistics. This change was based
on the evaluation for learning results of Stochastic Processes, by which all students had problems
in understanding. Meanwhile, many students lacked mastery of the concepts of mathematical
statistics, and yet the material is a prerequisite of stochastic processes. Therefore, it was agreed
upon that the course of Stochastic Processes was replaced by Mathematical Statistics.

G. Regulations of Course Programming and Passing Requirements of Courses

1. Course Programming
a. In Semester 1, students take the required courses of the study program, amounting to 14 credits.
b. In Semester 2, students may take the concentration courses amounting to 3 – 18 credits and are
allowed to program courses across concentrations or across study programs.
c. In Semesters 3 and 4, students may take courses, program the Thesis Proposal, and program the Thesis.
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 d. The Chief of the Study Program has the right to create policies on the programming of courses,
including the thesis proposal and the thesis.

2. Passing Requirements of Courses

To complete the Master’s education of the Master’s Study Program of Mathematics, students are required
to:
a. Complete at the least 41 credits composed of required courses of the study program, concentration
courses, thesis proposal, and thesis.
b. Publish scientific articles according to UB Rector Regulation on Scientific Publication.
c. Present a scientific paper orally in the forum of a Nasional or International Seminar.
d. Possess a cumulative GPA of at least 3.0 with grades for courses of at least C+.

3. Regulations of Transfer
a. The 2020 Curriculum began to be applicable at the start of the 2020/2021 Academic Year and is
designated for students of the 2020/2021 cohort and beyond, but the elective courses may be
programmed by all students of the Master’s Study Program of Mathematics.
b. For students prior to the 2020/2021 cohort:
i. If a student repeats a course for which its status changed from required to elective or vice versa,
the status of the course is the same as when it was programmed the first time.
ii. The Course Code for a programmed repeat course utilizes the new code.

H. Matriculation Program
The matriculation program is designated for student candidates who are considered to possess a lack of or
weak basic capabilities of mathematics, and this is determined based on the evaluation results for the
written test and interviews. Student candidates who are likely to be required to participate in the
matriculation program include those for whom:
a. The background of the undergraduate program is not of or related to Mathematics (Mathematics
Education, Statistics, Engineering, Information Systems, Computer Science); or
b. The Cumulative GPA for the undergraduate program is less than 3.00;
The matriculation program is conducted with 4 courses with 8 meetings in total for each course, for which
each course possesses a weight of 3 credits. The list of matriculation courses is detailed in Table 11.9. The
matriculation program may be conducted in the odd semester or even semester of each Academic Year.

Table 11.9 List of Courses of the Matriculation Program

No. Course Credits Semester
1 Linear Algebra 3 Odd/Even
2 Introduction to Real Analysis 3 Odd/Even
3 Differential Equations (Ordinary and Partial) 3 Odd/Even
4 Numerical Methods 3 Odd/Even
Student candidates who participate in the matriculation program are declared to pass the matriculation
program and may continue to the Master’s program if the Cumulative GPA is at least 3.00 and all courses receive
a grade of at least C+.

I. List of Lecturers of the Master’s Study Program of Mathematics

Academic
No. Lecturer Name Field of Expertise E-mail
Position
1 Prof. Dr. Agus Widodo, M. Kes. Full Industrial aguswidodo@ub.ac.id
Professor Mathematics
2 Prof. Dr. Marjono, M.Phil. Full Analysis marjono@ub.ac.id
Professor

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 3 Prof. Dr. Agus Suryanto, M.Sc. Full Biological suryanto@ub.ac.id
Professor Mathematics/
Physical Mathematics
4 Dr. Sobri Abusini, M.T. Associate Industrial sobri@ub.ac.id
Professor Mathematics
5 Dr. Noor Hidayat, M.Si. Associate Algebra noorh@ub.ac.id
Professor
6 Dra. Trisilowati, M.Sc., Ph.D. Associate Biological trisilowati@ub.ac.id
Professor Mathematics
7 Drs. M. Muslikh, M.Si., Ph.D. Associate Analysis mslk@ub.ac.id
Professor
8 Drs. Abdul Rouf A., M.Sc., Ph.D. Assistant Algebra/Analysis abdul_rouf@ub.ac.id
Professor
9 Dr. Dra. Wuryansari Muharini K. M.Si. Associate Biological wmuharini@ub.ac.id
Professor Mathematics
10 Ratno Bagus E.W. S.Si., M.Si., Ph.D. Assistant Analysis rbagus@ub.ac.id
Professor
11 Dr. Isnani Darti, S.Si., M.Si. Associate Biological isnanidarti@ub.ac.id
Professor Mathematics
12 Dr. Dra. Umu Sa’adah, M.Si. Assistant Actuary Science u_saadah@ub.ac.id
Professor
13 Syaiful Anam, S.Si., MT, Ph.D. Assistant Computational syaiful@ub.ac.id
Professor Science
14 Corina Karim, S.Si., M.Si., Ph.D. Assistant Analysis co_mathub@ub.ac.id
Professor
15 Nur Shofianah, S.Si., M.Sc., Ph.D. Lecturer Biological nur_shofianah@ub.ac.id
Mathematics/
Physical Mathematics
16 Ummu Habibah, S.Si.,M.Si. Ph.D. Lecturer Biological ummu_habibah@ub.ac.id
Mathematics/
Physical Mathematics
17 Mila Kurniawati, S.Si., M.Si., Ph.D. Lecturer Industrial mila_n12@ub.ac.id
Mathematics

J. Syllabus of Courses of the Master’s Study Program of Mathematics

MAM80101 Linear Algebra Theory 3 credits
Brief Description:
This course involves the discussion of vector spaces of any field, determinants, linear transformations &
eigenvalues, and norms & results of inner products. The emphasis of learning in this course is the
understanding of definitions, proving of properties (theorems, lemmas), and provision of examples.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the concept of vector spaces and prove their properties.
CPMK 2: understand the concept of determinants and prove their properties.
CPMK 3: understand the concept of linear transformations and prove their properties.
CPMK 4: understand the concept of eigenvalues and eigenvectors and prove their properties.
CPMK 5: understand the concept of norms and results of inner products.
CPMK 6: prove the properties of norms and results of inner products.

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Materials:
Vector spaces: fields, extensions, subspaces, linear-free, bases and dimensions, relative coordinates to a base;
Determinants: function of determinants, permutation and determinants, Laplace expansion of determinants,
and their applications; Linear transformations & eigenvalues: linear transformations and their properties,
eigenvalues and eigenvectors, eigenspaces and diagonalization; Norms & results of inner products: definitions
and their properties, orthogonal basis, orthogonal projection and direct addition, least squares method,
isometry, operator symmetry & spectral theory, singular value decomposition, pseudoinverses, and polar
decomposition.

Literature:
1. Jacob, B., 1990, Linear Algebra, W.H. Freeman and Company, New York.
2. Related articles for the development of insights.

MAM80102 Real Analysis 3 credits

Brief Description:
Real analysis is a course that involves the study of the system of real numbers with an algebraic approach.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the definition of sets
CPMK 2: understand the definition of and prove theorems related to the Lebesgue measure
CPMK 3: understand the definition of and prove theorems related to measurable functions
CPMK 4: understand the definition of and prove theorems related to Lebesgue integrals
CPMK 5: understand and prove theorems related to derivatives

Materials:
Sets: Understanding of set algebra, set sigma-algebra, Borel set; Lebesgue measure: Understanding of the
Lebesgue measure, exterior measure, measureable sets, existence of non-measurable sets; Measurable
functions: Understanding of measurable functions, Borel function, sequence of measurable functions,
convergence in measure and structure of measurable functions; Lebesgue integrals: Lebesgue integral,
Lebesgue integral of limited function, integral of non-negative measurable functions, integral convergence
theorem; Derivatives: Dini derivative, continuous non-differentiable function, derivatives and integration,
collections of functions with limited variation, absolutely continuous function.

Literature:
1. Muslikh, M., 2013, Ukuran dan Integral Lebesgue, UB Press Malang.
2. Royden, H.L, 1961, Real Analysis, Macmillan Publishing Company, New York.
3. Related articles for the development of insights.

MAM80103 Statistical Mathematics 3 credits

Brief Description:
In this course, basic concepts of probability and its applications as well as proofs of simple theorems are
introduced.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the basic concepts of probability and probability distribution.
CPMK 2: understand the concept of multivariate distribution.
CPMK 3: determine the distribution of random variable functions.
CPMK 4: determine distribution approaches.
CPMK 5: describe and apply methods of parameter estimation.
CPMK 6: describe properties of good estimators.

Materials:

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Concepts of probability and distribution: basic axiom of probability, conditional probability, Law of Total
Probability, Bayes’ Theorem, discrete probability density function, continuous probability density function,
cumulative distribution function, expectation of random variables, moment-generating function; Specific
Discrete Probability Distribution: Uniform, Binomial, Poisson; Specific Continuous Probability Distribution:
Uniform, Normal, Gamma family; Multivariate Distribution: joint probability density function, joint cumulative
distribution function, marginal probability density function, covariance, correlation, conditional expectations
and variance, joint moment-generating function, concept of freedom; Random Variable Distribution
Functions: Cumulative Distribution Function Technique, Moment-Generating Function Technique, Random
Variable Transformation; Chebyshev Inequality, Law of Large Numbers, Central Limit Theorem. Point
Estimation: Method of Moments, Maximum Likelihood Method; Quality of Estimators: Unbiased, Efficient,
Cramer-Rao Lower Limit, Uniformly Minimum Variance Unbiased Estimator (UMVUE).

Literature:
1. Miller, I. and Miller, M. 2014. John E. Freund’s Mathematical Statistics with applications, 8th ed., Pearson
Education Limited, England.
2. Hogg, R.V., McKean, J.W., and Craig, A.T. 2019. Introduction to Mathematical Statistics, 8th ed., Pearson
Education International, United States of America.
3. Hogg, R.V., Tanis, E.A. and Zimmerman, D.L. 2015. Probability and Statistical Inference, 9 th ed. Pearson.
4. Bain, L.J. and Engelhardt, 1992. Introduction to Probability and Mathematical Statistics, 2nd ed. Duxbury
Press.
5. Related articles for the development of insights.

MAM80104 Computational Mathematics 3 credits

Brief Description:
This course involves the discussion of numerical solutions of initial value and boundary value problems for
systems of ordinary differential equations (ODE).

Objectives:
After taking this course, students are to be able to:
CPMK 1 : construct, analyze, and implement numerical methods and computations to solve initial value
and boundary value problems for systems of ordinary differential equations (ODE).
CPMK 2 : implement and execute programs in Matlab to solve systems of ordinary differential equations
(ODE).
CPMK 3 : understand the concept of error, and analyze and predict error.

Materials:
Numerical methods for initial value problems (Euler, Runge-Kutta, Predictor-Corrector, Nonstandard Finite
Difference); Numerical methods for boundary value problems (finite difference, shooting method, collocation
method), review of cutting-edge articles in international journals.

Literature:
1. Butcher, J. C. 2008. Numerical Methods for Ordinary Differential Equations, 2nd Edition, John Wiley &
Sons, Ltd., West Sussex, England.
2. Griffiths, D.F. and Higham, D.J. 2010. Numerical Methods for Ordinary Differential Equations. Springer-
Verlag, London.
3. Shampine, L.F., Gladwell, I. and Thompson, S. 2003. Solving ODEs with MATLAB. Cam-bridge University
Press, United Kingdom.
4. Holmes, M.H. 2007. Introduction to Numerical Methods in Differential Equations. Spring-er
Science+Business Media, LLC.
5. Related articles for the development of insights.

MAM80105 Research Methodology and Scientific Writing 2 credits

Brief Description:

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The materials of this course involve the discussion of concepts and procedures of research. This includes
among others research concepts, scope of research related to mathematical concepts, research types,
procedures, problem identification and formulation, preliminary studies, literature review, establishing
research objectives, formulating basic assumptions and hypotheses, selecting approaches, determining
variables, selecting data sources, determining and composing instruments, data collection, data analysis and
interpretation, and research report writing.

Objectives:
After taking this course, students are to be able to:
CPMK 1: explain and apply the concepts and procedures of research that is related to mathematical concepts.
CPMK 2: understand the process of scientific research, both basic and applied.
CPMK 3: find researchable problems.
CPMK 4: compose plans (proposals) and conduct scientific research properly.
CPMK 5: understand the implications of the development of research toward the theoretical and applied
development of mathematics.

Materials:
Essence of Research and Civic Education Research, Quantitative and Qualitative Paradigms, Ethics in Research,
Research Types, Research Procedures, Problem Identification and Formulation, Preliminary Studies and
Literature Review, Basic Assumptions and Hypotheses, Research Approach and Methods, Research Variables,
Research Data Sources (Population and Sample), Research Instruments, Research Data Collection, Research
Data Analysis, Conclusion Drawing, Report Writing.

Literature:
1. Creswell, John W., 1994, Research Design: Qualitative & Quantitative Approaches, London: Sage
Publications.
2. Creswell, John W., 1998, Qualitative Inquiry and Research Design: Choosing Among Five Tradition.,
London: Sage Publications.
3. Creswell, John W., 2008, Educational Research: Planning, Conducting, and Evaluating Quantitative and
Qualitative Research, New Jersey: Pearson Education, Inc.
4. Kerlinger, F N., 1986, Foundation of Behavioural Research. Holt Rinehart and Winston. (Ker)
5. Neumen, W. L., 2007, Social Research Method: Qualitative and Quantitative Approaches, Boston, MA:
Pearson Education
6. Maykut P and Morehouse, R., 2005. Beginning Qualitative Research: A Philosophic and Practical Guide,
London: The Falmer Press
7. Miles, M.B and Huberman, A.M., 1994, Qualitative Data Analysis, 2nd Edition, Thousand Oaks: Sage
Publication
8. Yin, R. K., 2003, Case Study Research: Design and Methods. 3 ed. Thousand Oaks, CA: Sage Publication
9. Universitas Pendidikan Indonesia, 2010, Pedoman Penulisan Karya Ilmiah, Bandung: Universitas
Pendidikan Indonesia.
10. Related articles for the development of insights.

MAM80201 Dynamical Systems 3 credits

Brief Description:
This course involves the discussion of the analysis of continuous and discrete dynamical systems, both linear
and nonlinear, by investigating the behavior of solution orbits of systems. Students are required to possess a
good background of understanding regarding elementary calculus, systems of ordinary differential equations,
systems of different equations, numerical methods, and eigenvalue problems. In addition, students are also
required to possess the capability to make simple programs and utilize the MAPLE software.

Objectives:
After taking this course, students are to be able to:
CPMK1: analyze the behavior of solution orbits of a dynamical system, both continuous and discrete.
CPMK2: understand the occurrence of bifurcation in dynamical systems.

185
CPMK3: apply the concepts to real-world problems and interpret the analysis results.

Materials:
Continuous dynamical systems: autonomous linear systems of 1 dimension and 2 dimensions covering
analytic solutions, fixed point, slope fields, phase portrait, and stability of fixed point, and autonomous
systems of 1 dimension and 2 dimensions covering fixed point, slope fields, linearization, phase portrait, and
fixed-point stability. Discrete dynamical systems: orbit, fixed point, periodic point, diagram cobweb, linear
systems of 1 dimension and 2 dimensions covering analytic solutions, fixed point, and fixed point stability,
and nonlinear systems of 1 dimension and 2 dimensions covering fixed point, linearization, orbit, and fixed
point stability. Bifurcation of continuous dynamical systems and discrete dynamical systems, and utilization
of analysis of dynamical systems.

Literature:
1. Robinson, R.C., 2004, an Introduction to Dynamical Systems, Continuous and Discrete, Pearson Education
International, Prentice Hall
2. Wiggins, S., 1990, Introduction to Applied Nonlinear Dynamical Systems and Chaos, Springer-Verlag,
New York.
3. Guckenheimer, J. and P. Holmes, 1983, Nonlinear Oscillations, Dynamical Systems, and Bifurcations of
Vector Fields, Springer-Verlag, New York.
4. Devaney, R. L., 1989, An Introduction to Chaotic Dynamical Systems, 2nd Edition, Addison-Wesley
Publishing Company
5. Hirsch, M. and S. Smale, 1974, Differential Equations, Dynamical Systems, and Linear Algebra, Academic
Press, Inc., London.
6. Related articles for the development of insights.

MAM80202 Population Dynamics 3 credits

Brief Description:
This course involves the discussion of population dynamics, seen from modeling and applications. The
coursework emphasizes studies on related important problems that are faced in the real world, such as how
populations change over time, how various populations interact, and how those processes affect population
dynamics. The learning method is integrated with computers (Maple and Matlab).

Objectives:
After taking this course, students are to be able to:
CPMK 1 : reconstruct, develop, and analyze models of population growth of one species.
CPMK 2 : reconstruct, develop, and analyze models of interactions of two populations, particularly
predator-prey interactions.
CPMK 3 : reconstruct, develop, and analyze models of epidemics.
CPMK 4 : explain developments of newest research in the topic of population growth.
CPMK 5 : complete projects independently or in groups and be responsible for them.
CPMK 6 : compose scientific papers on population dynamics and present them.

Materials:
Modeling, dynamic analysis, and simulation of models regarding population growth of one species
(exponential, logistic, Allee effect, time-delay models), interaction of two populations (Lotka-Volterra, Leslie
Gower), and epidemics (including basic reproduction rate).

Literature:
1. J.D. Murray, 2002, Mathematical Biology. I. An Introduction, Interdisciplinary Applied Mathematics, 17,
Springer-Verlag, New York.
2. O. Arino, M.L. Hbid, E.A. Dads (Eds.), 2006, Delay Differential Equations and Applications, Proceedings of
the NATO Advanced Study Institute held in Marrakech, Morocco, 9-21 September 2002

186
3. F. Courchamp, T. Clutton-Brock, B. Grenfell, 1999, Inverse density dependence and the Allee effect. Trends
in ecology & evolution, 14(10), 405-410.
4. F. Courchamp, B. Luděk, J. Gascoigne, 2008, Allee Effects in Ecology and Conservation (p. 256). Oxford:
Oxford University Press.
5. O. Diekmann and J. A. P. Heesterbeek. Mathematical epidemiology of infectious diseases. Wiley series in
mathematical and computational biology. John Wiley & Sons, West Sussex, England, 2000
6. D. K. Arrowsmith, C. M. Place, 2001, An Introduction to Dynamical Systems, Cambridge University Press,
New York.
7. M. A. Aziz-Alaoui, M. Daher Okiye, 2003, Boundedness and global stability for a predator-prey model with
modified Leslie-Gower and Holling-type II schemes, Applied Mathematics Letters, vol. 16, no. 7, pp. 1069–
1075.
8. Related articles for the development of insights.

MAM80203 Optimal Control 3 credits

Brief Description:
This course involves the discussion of problems of optimal control with various objective functions and
methods of resolution. The coursework emphasizes solution of problems of optimal control with conditions
in the form of differential equations. Optimal control is implemented in various fields, particularly the field of
biology. This course also involves the discussion the existence and unity of solutions. The learning method is
integrated with computers, with usage of the Matlab software.

Objectives:
After taking this course, students are to be able to:
CPMK 1 : understand and implement the Pontryagin Principle on problems of optimal control.
CPMK 2 : understand and be able to explain the existence and unity of solutions for problems of
optimal control.
CPMK 3 : solve problems of optimal control analytically.
CPMK 4 : solve problems of optimal control numerically with the forward-backward sweep method.
CPMK 5 : explain developments in the latest research topics in optimal control, compile them in the
form of papers, and present them independently or in groups.

Materials:
Course materials cover Basics of variational calculus, Necessary conditions and the Pontryagin Principle,
Existence, unity, and other properties of solutions, State condition at final time, Forward-backward sweep
method, Bounded control, Multivariable optimal control, Bang-bang solution, Free terminal time problem,
and Discrete models and optimal control with time delay; applications of optimal control in various fields,
particularly biology; case studies on newest topics of optimal control.

Literature:
1. Lenhart, S. and Workman, J. T., 2007, Optimal Control Applied to Biological Model, Chapman & Hall/ CRC
2. Annita, S. Arnautu, V and Capasso, V. 2011. An Introduction to Optimal Control Problems in Life Sciences
and Economic, Birkhauser, Springer Science Business Media, New York.
3. Naidu, D. S. 2003. Optimal Control Systems. CRC Press LLC, USA.
4. Kirk, D.E., 1998, Optimal Control Theory: An Introduction, Dover Publications, Inc., Mineola, New York.
5. Related articles for the development of insights.

MAM80205 Parameter Estimation 3 credits

Brief Description:
This course involves the discussion of parameter estimation. (Systems of) differential equations are often
applied in modeling dynamic phenomena in various fields. Models in the form of (systems of) differential
equations commonly depend on a number of parameters. In order for the models to be able to be applied, it
is very important to find out or estimate these parameters if they are unknown. The learning method is
integrated with the usage of Matlab or Python software.

187
Objectives:
After taking this course, students are to be able to:
CPMK 1: explain the understanding of the least squares method.
CPMK 2: explain the optimization techniques of Nelder-Mead simplex, steepest descent.
CPMK 3: master parameter estimation techniques, both linear and nonlinear.
CPMK 4: understand about parameter estimation with usage of genetic algorithms.
CPMK 5: understand about parameter estimation with usage of Particle Swarm Optimization.
CPMK 6: master parameter estimation techniques with usage of Feedforward Neural Networks.
CPMK 7: apply parameter estimation techniques, particularly those related to dynamical systems of
population.

Materials:
Least squares method, optimization techniques: Nelder-Mead simplex, steepest descent, Newton method,
parameter estimation techniques (linear, nonlinear). Heuristic optimization techniques: parameter
estimation with usage of genetic algorithms, parameter estimation with usage of Particle Swarm Optimization.
Parameter estimation with usage of Feedforward Neural Networks.

Literature:
1. Van den Bos, A., 2007, Parameter Estimation for Scientists and Engineers. John Wiley and Sons
2. Munchhof, M. and Isermann, R., 2011, Identification of Dynamic System: An introduction with application.
Springer. Berlin
3. Borse, G.J. 1997. Numerical Methods with Matlab. PWS Publishing Company. Boston
4. Raol, J. R., 2004. Modelling and Parameter Estimation of Dynamics Systems. The Institution of Engineering
and Technology. London
5. Xin-She Yang, 2014. Nature-Inspired Optimization Algorithm. Elsevier. London.
6. Akman, D., Akman, O, and Schaefer, E. 2018. Parameter Estimation in Ordinary Differential Equations
Modelling via Particle Swarm Optimization. Journal of Applied Mathematics, vol. 2018., Hindawi.
7. Related articles for the development of insights.

MAM80206 Advanced Variational Calculus 3 credits

Brief Description:
The course of Advanced Variational Calculus is a course that involves the study of one of the optimization
techniques in mathematics for cases of 1 dimension to n dimensions.

Objectives:
After taking this course, students are to be able to:
CPMK 1: explain required exterior conditions and permanent boundary conditions at the corner point.
CPMK 2: understand about exterior fields.
CPMK 3: understand about the Hilbert invariant integral.
CPMK 4: understand about the Weierstrass condition.
CPMK 5: understand about semi-fields and the Jacobi condition.
CPMK 6: solve Euler-Lagrange equations.

Materials:
Review of Variational Calculus, required exterior conditions and permanent boundary conditions at the corner
point, exterior fields, Hilbert invariant integral, Weierstrass condition, and semi-fields and the Jacobi condition.
Cases for 2 dimensions, Cases for n dimensions, Euler-Lagrange equations of functions with 1 variable and
possessing derivatives up to the nth derivative, Euler-Lagrange equations of functions with 3 variables and
possessing derivatives up to the nth derivative, Numerical solving of variational calculus, Review of articles
related to variational calculus.

Literature:
1. Enid R. Pinch, 1993, Optimal Control and Calculus of Variations, Oxford Science Publications, New York.

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2. Bernard Dacorogna, 1992, Introduction to the Calculus of Variation, Imperial College Press, London.
3. Yan, F.Y.M, 1995, Introduction to the Calculus of Variation and its Application, First Edition, International
Thomson Publishing Inc., New York.
4. B. Neta, 2001, Calculus of Variations, Department of Mathematics, Naval Post Graduate School,
Monterey, California.
5. Related articles for the development of insights.

MAM80303 Image Processing 3 credits

Brief Description:
This course involves the discussion of theories and methods that are utilized in image processing as well as
the usage of image processing in certain fields such as medicine, agriculture, and others. This course also
involves the discussion of advanced topics in image processing methods.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand and explain about theories and methods in image processing.
CPMK 2: apply image processing in certain fields.
CPMK 3: study advanced topics in image processing.

Materials:
Introduction to Image Processing; Image Enhancement: Fuzzy Image Contrast Enhancement; Image
Restoration: Filtering and PMD Filter; Morphology Image Processing; Feature Extraction; Image
Segmentation: Fuzzy Edge Detection, Kernel Clustering, Fuzzy C-Means Clustering, Level Set.

Literature:
1. Chaira, T., 2015. Medical Image Processing, CRC Press.
2. Pratt, W.K., 2007. Digital Image Processing. A Wiley Interscience publication.
3. Aubert, G. and Kornprobst, P., 2002, Mathematical Problems Image Processing, Springer.
4. Weicker, J., 2008, Anisotropic Diffusion in Image Processing, Stuttgart.
5. Sethian, J. A., 1999, Level Set and Fast Marching Method, Cambridge University Press.

MAM80311 Intelligent Computation 3 credits

Brief Description:
This course involves the discussion of theories of methods of intelligent computation and the application of
intelligent computation to solve problems in certain fields such as agriculture, biology, economics, and
medicine. This course also involves the discussion of advanced topics in methods of intelligent computation.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand and explain about theories of methods of intelligent computation.
CPMK 2: solve problems in certain fields with usage of methods of intelligent computation.
CPMK 3: study advanced topics in methods of intelligent computation.

Materials:
Introduction to Intelligent Computation; Supervised Neural Networks, Unsupervised Neural Networks, Radial
Basis Function Networks: Learning Vector Quantizer II, Radial Basis Function Neural Networks, Reinforcement
Learning, Performance Issues Supervised Learning, Evolutionary Computation and Genetic Algorithms,
Natural Immune System and Artificial Immune System Models, Fuzzy Logic and Reasoning, Fuzzy Controller.

Literature:
1. Englebrecht, A. P. 200, Computational Intelligence: An introduction, John Wiley & Sons Ltd.
2. Haupt, R. L. and Haupt, S. E. 2004. Practical Genetic Algorithms, John Wiley & Sons, Inc, New Jersey.
3. Articles related to heuristic optimization techniques and their applications.

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MAM80312 Big Data Analytics 3 credits
Brief Description:
This course involves the discussion of introduction to big data, big data analytics, data analytic life cycle, and
theories and methods of data analytics that are utilized to extract information from big data. Additionally,
this course involves the discussion of advanced topics in methods of data analytics.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand and explain about the basic concepts of big data, big data analytics, and data
analytic life cycle.
CPMK 2: understand the workings of methods of big data analytics.
CPMK 3: apply methods of big data analytics in certain fields.
CPMK 4: study advanced topics in methods data analytics.

Materials:
Introduction to Big Data; Introduction to Big Data Analytics; Data Analytic Life Cycle; Clustering; Association
Rule; Classification Methods: Random Forest, Bayesian Classifier, Support Vector Machines, Deep Learning.

Literature:
1. Hwang, K. and Chen, M., 2017. Big-Data Analytics for CPMKud, IoT and Cognitive Computing, Wiley.
2. Pries, K. H. 2015, Big Data Analytics, CRC Press.
3. EMC Education Service, 2015, Data Science & Big Data Analytics: Discovering, Analyzing, Visualizing and
Presenting Data, Wiley.
4. Articles related to data analytics methods and their applications.

MAM80313 Swarm Intelligence 3 credits

Brief Description:
This course involves the discussion of theories of metaheuristic optimization methods based on swarm
intelligence and the application of swarm intelligence methods to solve problems in certain fields, such as
agriculture, biology, economics, and medicine. This course also involves the discussion of advanced topics for
optimization methods based on swarm intelligence.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand and explain about theories of swarm intelligence methods.
CPMK 2: solve problems in certain fields with usage of swarm intelligence methods.
CPMK 3: study advanced topics of swarm intelligence methods.

Materials:
Introduction to Metaheuristic Optimization and Swarm Intelligence: Introduction to Algorithms, Analysis of
Algorithms, Introduction to Swarm Intelligence; Particle Swarm Optimization; Firefly Algorithm; Bat
Algorithm; Bee Colony Optimization; Ant Colony Optimization.

Literature:
1. Yang, X. S, 2014. Nature-Inspired Optimization Algorithm, Elsevier. 1st Ed.
2. Panigrahi, B. K, Shi, Y. and Lim, M. H., . 2011, Handbook of Swarm Intelligence: Concepts, Principles and
Applications, Springer.
3. Articles related to swarm intelligence methods and their applications.

MAM80314 Machine Learning 3 credits

Brief Description:
This course involves the discussion of theories of machine learning methods and the application of machine
learning methods to solve problems in certain fields, such as agriculture, biology, economics, and medicine.
This course also involves the discussion of advanced topics for machine learning methods.

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Objectives:
After taking this course, students are to be able to:
CPMK 1: understand and explain about theories of machine learning methods.
CPMK 2: solve problems in certain fields with usage of machine learning methods.
CPMK 3: study advanced topics of machine learning methods.

Materials:
Introduction to Machine Learning; Planning for Machine Learning; Multiple Linear Regression, General Linear
Model; Linear Modelling: Least Squares Approach, Maximum Likelihood Approach, Linear Discriminant
Analysis; Bayesian Approach for Machine Learning; Bayesian Inference, Classification: Probabilistic Classifier,
Clustering: Mixture Model.

Literature:
1. Rogers, S. and Girolami, M., 2012. A First Course in Machine Learning, Chapman & Hall / CRC Press.
2. Bell, J., 2015, Machine Learning: Hands-On for Developers and Technical Professionals., John Wiley & Sons
Ltd.
3. Piegorsch, W. W. 2015, Statistical Data Analytics: Foundations for Data Mining, Informatics, and
Knowledge Discovery, John Wiley & Sons Ltd.
4. Articles related to machine learning methods and their applications.

MAM80401 Operations Research 3 credits

Brief Description:
This course involves the explanation of how to solve real-world problems mathematically with usage of
theories of Operations Research.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the formulation of models in operations research.
CPMK 2: solve problems linear programming.
CPMK 3: apply sensitivity analysis to linear programming problems.
CPMK 4: understand and solve transportation problems.
CPMK 5: understand and solve assignment problems.
CPMK 6: understand and solve network problems.
CPMK 7: understand and solve queuing model problems.
CPMK 8: understand and solve dynamic programs.

Materials:
Model Formulation: model formulation in Operation Research; Linear Programming: model formulation for
linear programming problems, linear programming modelling, geometric solutions, the requirement space;
Simplex Method: optimality of extreme points, basic feasible solutions, key to the simplex method, geometric
motivation of the simplex method, the simplex method tableau format, block pivoting; Stating Solutions and
Convergence: the initial basic feasible solution, the phase method, the big M method; Special simplex
implementation and optimality condition: the revised simplex method, the simplex method for bounded
variables; Duality and Sensitivity Analysis: formulation of the dual problems, primal-dual relationship, the dual
simplex method, the primal-dual method, sensitivity analysis; Transportation, Transshipment, and
Assignment: Transportation and Assignment problems, formulation of transportation problems, finding basic
feasible solutions for transportation problems, the transportation simplex method, sensitivity analysis for
transportation problems, assignment problems, transshipment problem; Network Models: Basic definitions,
shortest path problems, maximum flow problems, CPM and PERT, minimal cost network flow problems;
Queueing Theory: Basic element of the queueing models, role of Poisson and exponential distributions,
queues with combined arrival and departures, queues with priorities for service, data gathering and testing,
queueing decision models, case study; Dynamic Programming: recursive approach to solutions, forward-
backward calculations, decomposition of addition and multiplication.

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Literature:
1. Bazaraa M.S., Jarvis, J.J., Sherali, H.D., 1990, Linear Programming and Network Flows, Published
Simultaneously, Canada.
2. Winston W.L., 1995, Introduction to Mathematical Programming, Duxbury Press, Belmont California.
3. Taha HA, 1987, Operations Research: an Introduction, MacMillan Publishing Co, Inc., New York.
4. Gross, D., Shortie, J.F., Thompson, J.M., Harris, C.M., 2008, Fundamentals of Queueing Theory, 4th ed.,
John Willey & Sons, Inc., New Jersey.
5. Related articles for the development of insights.

MAM80402 Financial Mathematics 3 credits

Brief Description:
This course involves the discussion of calculation techniques of financial mathematics to build up the
capability to determine basic financial transactions from shares and options.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand and explain the structure of interest rates.
CPMK 2: calculate annuities.
CPMK 3: calculate yield rate, amortization, and sinking funds.
CPMK 4: explain and calculate obligations.
CPMK 5: calculate approximations of share prices.
CPMK 6: understand and explain options and their derivatives.
CPMK 7: calculate prices of options.

Materials:
Introduction to financial mathematics, accumulation function, total function, simple interest, compound
interest, present value, effective discount rate, nominal discount/interest rate, force of interest. Changing
interest rates, solutions of interest problems, annuities. Ordinary annuity, annuity due, perpetuity, time
determinant. Annuities with changing interest rates, general annuities. Annuities with arithmetically and
geometrically rising and falling payments. Yield Rate: yield rate of certain funds, time-weighted rate of return.
Amortization and sinking funds. Obligations, prices of obligations between two coupon payments. Binomial
Model and Geometric Brownian Motion as the approximation for determining share prices. Determining
contract prices through arbitrage, single and multi-period binomial models. Black-Scholes formula, properties
of option prices from Black-Scholes, volatility estimation, determining the price of a put American Option.
Exotic Options: Asian Option, Barrier Option, Lookback Option.

Literature:
1. Kellison, S. G. 2009. The Theory of Interest. Third Edition. McGraw-Hill.
2. Daniel, J.W. and Vaaler, L.J.F. 2009. Mathematical Interest Theory (Second Edition), The Mathematical
Association of America
3. Ross, S.M. 1999. An Introduction to Mathematical Finance, Cambridge University Press.
4. Frensidy, B. 2006. Matematika Keuangan. Penerbit Salemba Empat, Jakarta.
5. Related articles for the development of insights.

MAM80403 Actuary Mathematics 3 credits

Brief Description:
This course provides the basic concepts of advanced actuary science and their applications to life insurance.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand, describe, and calculate life annuities and continuous life insurance.
CPMK 2: utilize and interpret premium reserves: retrospective reserve, prospective reserve, initial reserve,
average reserve, and the Fackler method.
CPMK 3: understand and explain the joint life concept.

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CPMK 4: understand and apply the living status concept.
CPMK 5: calculate annual premium and premium reserve for the living status concept.
CPMK 6: understand and apply the contingency function.

Materials:
Individual risk model, survival distribution and mortality table, continuous life annuity, continuous-time life
insurance, benefits of premium reserves, multiple life function; multiple decrement model.

Literature:
1. Cunningham, R.J., Herzog, T.N., and London, R.L. 2006. Model for Quantifying Risk, 2nd ed., ACTEX
Publication, Inc., Winsted
2. Bowers, N.L., Gerber, H.U., Hickman, K.C., Jones, D.A., Nesbitt, C.J. 1997. Actuarial Mathematics, 2nd ed.,
Society of Actuaries.
3. Related articles for the development of insights.

MAM80404 Risk Theory 3 credits

Brief Description:
This course involves the study of the basic concepts of risk theory and their applications to life insurance.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand models of individual risk and aggregate claims.
CPMK 2: solve problems related to models of individual risk and aggregate claims.
CPMK 3: understand and solve problems related to the model of collective risk that concerns claim size
distribution and claim frequency distribution.
CPMK 4: understand and solve problems related to Value at Risk of several random variable distributions.
CPMK 5: understand and solve problems related to the surplus function and ruin probability.
CPMK 6: calculate ruin probability with numerical approaches.
CPMK 7: understand and explain the empirical model of aggregate claims and estimation of parameters
of the empirical model.

Materials:
Introduction to individual risk model; Approximate distribution of total claims; Introduction to collective risk
model: claim size distribution and claim frequency distribution: Poisson compound, Binomial Negative
compound; Value at Risk, Tail Value at Risk, and Conditional Value at Risk; Introduction to ruin model;
discrete-time ruin model, continuous-time ruin model; Numerical approaches to find ruin probability;
empirical model and estimation of parameters of aggregate claims.

Literature:
1. Klugman, S.A., Panjer, H.H. dan Willmot, G.E., 2004. Loss Models From Data to Decisions John Wiley and
Sons.
2. Bower, N.L., Gerber, H.U., et al., 1997, Actuarial Mathematics, Society of Actuaries.
3. Related articles for the development of insights.

MAM80405 Transportation and Logistics Modeling 3 credits

Brief Description:
The materials of the course contain discussions of the concepts and procedures of transportation modeling,
including the basic concept of predicting transportation demand for both urban transportation and regional
transportation, concepts of transportation modeling, transportation generation model, mode selection
model, route selection model, and concepts related to distribution, storage, and handling of goods. In addition,
special attention is also given to the role of the transportation sector in supporting activities of logistics,
distribution management, decision-making, provision of information, and organization of logistics.

Objectives:

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After taking this course, students are to be able to:
CPMK 1: understand steps of transportation modeling.
CPMK 2: understand and solve problems related to the generic transport demand model.
CPMK 3: understand and solve problems related to mode selection model and route selection model.
CPMK 4: understand and solve problems related to distribution, storage, and handling of goods.
CPMK 5: understand decision-making, and provision of information for logistics.

Materials:
Basic concept of predicting transportation demand for both urban transportation and regional
transportation. Methods and techniques for prediction analysis. Models of generic transport demand:
conventional model, non-conventional model, disaggregate/behavioral model. Modeling concept,
transportation generation model, mode selection model, route selection model. Model calibration method.
Concepts of distribution, storage, and handling of goods. Special attention toward the transportation sector
in supporting activities of logistics, distribution management, decision-making, provision of information,
and organization of logistics.

Literature:
1. Ofyar Z. Tamin., 1997, Perencanaan dan Pemodelan Transportasi, Penerbit Institut Teknologi Bandung,
Bandung.
2. Edward K. Morlok, 1991, Pengantar Tenik dan Perencanaan Transportasi, UPS Foundation Professor of
Transportation, Civil and Urban Engineering Department, University of Pennsylvania. Editor Yani Sianipar,
Penerbit Erlangga, Jakarta.
3. Marvin L. Manhelm, 1979, Fundamental of Transportation System Analysis, Library of Congress
cataloging in Publication Data, USA.
4. Juan de Dios Ortuzar and Louis G. Willumsen, 1994, Modelling Transportation, John Wiley & Sons Ltd.,
England.
5. Related articles for the development of insights.

MAM80406 Decision Theory 3 credits

Brief Description:
This course involves the explanation of how to utilize decision theory in the form of mathematical models to
make decisions.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the concept of decision analysis and the decision analysis cycle.
CPMK 2: understand decision diagrams and the making of selections.
CPMK 3: understand and solve problems related to probability model and value.
CPMK 4: understand risk preferences and the utility function.
CPMK 5: understand the concept of information, sources of information, and sensitivity analysis on decision
theory.

Materials:
Introduction to Decision Analysis; Scope of Decisions: Brief Description, Decision Analysis: Formalization of
Decision Analysis; Cycle of Decision Analysis: Procedures in Decision Analysis, Deterministic Phase,
Probabilistic Phase, Informational Phase; Decision Diagrams: Notation of Decision Diagrams, Drawing Decision
Diagrams; Determining and Rules of Creation for Decision Diagrams, Value Establishment, Probability Value
Establishment; Making of Selections: Direct Selection, Expected Value, Equivalent Value, Utility, Gradual
Analysis; Probability Model and Value: Multiple Events, Increase of Probability Value with Existence of Added
Information, Objective and Subjective Probability Value, Usage of Objective and Subjective Probability Value,
Usage of Subjective Probability Value; Risk Preferences and the Utility Function: Attitudes Toward Risk,
Exploration of the Utility Function; Information Value: Concept of Information, Sources of Information, Value
of Information, Sensitivity Analysis; Case Studies.

194
Literature:
1. Mangkusubroto K, 1987, Analisa Keputusan, Pendekatan Sistem dalam Manajemen
2. Usaha dan Proyek, Penerbit Ganeca Exact, Bandung.
3. Holloway, C.A., 1979, Decision Making Under Uncertainty Models and Choices, Prentice-Hall, Inc.,
Englewood Cliffs, New Jersey United State of America.
4. Siagian, P., 1987, Penelitian Operasional, Penerbit Universitas Indonesia, Jakarta.
5. Related articles for the development of insights.

MAM80407 Stochastic Processes 3 credits

Brief Description:
This course involves the application of stochastic concepts to solve problems in the fields of industry, life
sciences, and finance.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand and explain Stochastic Processes, state space and parameters, calculation
process, free increments, and stationary increments.
CPMK 2: understand and solve problems related to the Poisson Process.
CPMK 3: understand and solve problems related to the Renewal Process.
CPMK 4: understand and solve problems related to the Markov Process.
CPMK 5: understand and solve problems related to the Weiner Process.
CPMK 6: understand and solve problems related to Brownian movement.

Materials:
Review of Probability, Poisson Process, Renewal Process, Markov Process, Weiner Process, Brownian
movement.

Literature:
1. Taylor, H.M. 1980. Stochastic Modeling, Academic Press.
2. Ross, S.M. 1984. Stochastic Process, John Wiley& Sons.
3. Karlin, S. and Taylor, H.M. 1994. An Introduction to Stochastic Modelling, Academic Press, New York.
4. Karlin, S. and Taylor, H.M. 1994. A First Course in Stochastic Processes, Academic Press, New York.
5. Related articles for the development of insights.

MAM80501 Functional Analysis 3 credits

Brief Description:
This course involves the discussion and proof of several properties of functional spaces.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the definition and provide examples of pre-Hilbert spaces.
CPMK 2: understand the definition and provide examples of metrics in pre-Hilbert spaces.
CPMK 3: understand the definition of and prove theorems related to Hilbert spaces, and provide examples
of Hilbert spaces.
CPMK 4: understand and prove theorems related to continuous linear mapping in Hilbert spaces.
CPMK 5: understand and prove theorems related to operator in Hilbert spaces.

Materials:
Pre-Hilbert spaces: properties of pre-Hilbert spaces, understanding of metrics in pre-Hilbert spaces; Hilbert
spaces: orthogonal and orthonormal vectors, infinite sums in Hilbert spaces, separate Hilbert spaces,
orthonormal basis, isomorphic Hilbert and classical Hilbert spaces; continuous linear mapping in Hilbert
spaces: Riesz representation theorem, completeness, bilinear mapping, limited bilinear mapping, sesquilinear
mapping, adjoint; operators in Hilbert spaces: isometric operator, unitary operator, self-adjoint operator,
projection operators, normal operators.
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Literature:
1. Barberian, S. K., 1961, Introduction to Hilbert Space, Oxford University Press, New York.
2. Orlicz, 1992, Linear Functional Analysis, world Scientific, Singapore.
3. Related articles for the development of insights.

MAM80502 Module Theory 3 credits

Brief Description:
This course involves the discussion of the core concepts in the theories of modules and semimodules. The
emphasis of learning in this course is the understanding of definitions, proving of properties, and provision of
examples of modules and semimodules, and to provide the insight to students that modules are expansions
of vector spaces.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand and prove the properties of modules and semimodules.
CPMK 2: understand and prove the properties of Noether modules.
CPMK 3: understand and prove the properties of modules over principal ideal domains.
CPMK 4: understand and prove the properties of simple and semi-simple modules.

Materials:
Modules over rings: modules, submodules, cyclic modules, factor modules, torsion modules, free modules,
homomorphism of modules, isomorphism theorem, direct sum, semimodules over semirings and their
properties; Noether modules and their properties; Modules over principal ideal domains: Annihilator and
order, free modules over principal ideal domains, torsion-free and free modules; Simple modules and semi
simple modules.

Literature:
1. Andari, A., 2015, Pengantar Teori Modul, UB Press. Malang.
2. D.S. Passman, 2004, A Course in Ring Theory, AMS Chelsea Publishing.
3. W.A.Adkins and S.H. Weintraub, 1992, Algebra An Approach via Module Theory, Graduate Texts in
Mathematics 136, Springer.
4. Hartley B, and T.O Hawkes., Ring, Module, and Linear Algebra, Chapman & Hall. London.
5. S. Lang, 1995, Algebra, Addison-Wesley Publishing Company New York.
6. S. Roman, 2007, Advanced Linear Algebra, Springer-Verlag.
7. Related articles for the development of insights.

MAM80505 Integral Theory 3 credits

Brief Description:
This course involves the study of the integral theories developed by Henstock, Kurzweil, and McShane.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the definition of integrals descriptively and constructively.
CPMK 2: understand the definition and provide examples of the Henstock Integral, Kurzweil Integral, and
McShane Integral.
CPMK 3: prove the linear property of each of the collectives of the Henstock Integral, Kurzweil Integral,
and McShane Integral.
CPMK 4: understand the relationships among the Henstock Integral, Kurzweil Integral, and McShane
Integral.
CPMK 5: prove the theorem of integral convergence.

Materials:
Defining the integral descriptively and constructively. Understanding the Henstock Integral, Kurzweil Integral,
and McShane Integral. Linear property of each of the collectives of the Henstock, Kurzweil, and McShane
196
Integrals. Relationship of the three understandings of the integral. Theorem of integral convergence: Fatou
lemma, monotonousness theorem, and Lebesgue dominated convergence theorem.

Literature:
1. Kurt, D.S, and Schwart C.W., 2004, Theories of Integration, World Scientific Publishing Co. Pte. Ltd,
Singapore.
2. Bartle, R.G., 2001, A Modern Theory of Integration, American Mathematical Society.
3. Thomson, B.S., 2011, Theory of The Integral, Classical Real Analysis. Com.
4. Gordon, R.A., 1994, The integral of Lebesgue, Denjoy, Perron and Henstock, American Mathematical
Society.
5. Related articles for the development of insights.

MAM80505 Measure Theory 3 credits

Brief Description:
This course involves the study of measures of any set.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the definition of and prove theorems related to measures and integrals in abstract
spaces.
CPMK 2: understand the definition of and prove theorems related to exterior measures.
CPMK 3: understand the definition of Baire sets and Borel sets, and provide their examples.

Materials:
Measures and integration in abstract spaces: measure space, measured functions, integration, general
theorem of convergence, signed measure, Radon-Nikodym Theorem, Lebesgue integrated spaces; Exterior
measures: exterior measures and their measurability, Expansion theorem, Lebesgue-Stieltjes Integral,
product measures, operator integral, inner measures, extension by sets of measure zero, Carathéodory
exterior measure, Hausdorff measure; Topology: Baire sets and Borel sets.

Literature:
1. Ambrosio, L., Prato GD, Mennuci, 2011, An Introduction to Measure Theory and Integration, Lecture notes,
Edizioni della Normale.
2. Taylor, M.E., 2006, Measure Theory and Integration, American Mathematical Society.
3. Fremlin, D.H., 2000, Measure Theory, Vol 1, University of Essex, 2000.
4. Related articles for the development of insights.

MAM80509 Univalent Functions 3 credits

Brief Description:
This course involves the study of univalent functions.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand and prove the Riemann Mapping Theorem, Grönwall Theorem, Area Theorem, Odd
functions on S, Robertson conjecture, Lebedev-Milin Inequality, Lowner Theory, and Problem of
Coefficients.
CPMK 2: understand and prove the Carathéodory Lemma.
CPMK 3: understand and prove the Alexander Theorem.

Materials:
Review of the Riemann Mapping Theorem, Grönwall Theorem, Area Theorem, Odd functions on S, Robertson
conjecture, Lebedev-Milin Inequality, Lowner Theory, Problem of Coefficients; Carathéodory Lemma,
Alexander Theorem.

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Literature:
1. A.W. Goodman, 1975, Univalent Functions, Mariner Pub Co.
2. P.L. Duren, 1983, Univalent Functions, Spriger.
3. Derek K. Thomas, Nikola Tuneski, Allu Vasudevarao, 2018, Univalent Functions, Studies in Mathematics.
4. Related articles for the development of insights.

MAM80510 Nonlinear Partial Differential Equation Theory 3 credits

Brief Description:
This course involves the discussion of theories of nonlinear partial differential equations along with the
related theorems.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the definition of and prove theorems related to first-order nonlinear equations.
CPMK 2: solve Cauchy problems in first-order nonlinear equations.
CPMK 3: understand the definition of and prove theorems related to elliptic equations with constant
coefficients.
CPMK 4: solve Dirichlet problems with usage of the Riesz representation theorem
CPMK 5: solve Dirichlet problems with usage of the Galerkin approach.
CPMK 6: understand the definition of and solve non-homogenous Dirichlet problems.

Materials:
Review of Quasilinear equations; First-order nonlinear equations: Construction of the Monge cone,
Symmetrical equations of the Monge cone, Cauchy problems, Solutions to Cauchy problems; Elliptic equations
with constant coefficients: weak derivatives, embedding of Sobolev space, Homogenous Dirichlet problems,
solving Dirichlet problems with the Riesz representation theorem, solving Dirichlet problems with the Galerkin
approach, Non-homogenous Dirichlet problems.

Literature:
1. DiBenedetto, E., 2010. Partial Differential Equation, 2nd Edition. Birkhauser. Boston
2. Evans, L., 1997. Partial Differential Equations, American Mathematical Society.
3. Related articles for the development of insights.

MAM80511 Abstract Algebra 3 credits

Brief Description:
This course involves the discussion of the core concepts in group and ring theory, among them groups,
subgroups, rings, ideals, fields, integral domains, polynomial rings, theorem of isomorphism for groups and
rings, and the proofs of their properties. Illustrations and real-world problem examples are included for
students to be able to understand the concepts more easily.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand and provide examples of groups.
CPMK 2: prove the properties of groups.
CPMK 3: understand and provide examples of rings.
CPMK 4: prove the properties of rings.
CPMK 5: understand and provide examples of fields and integral domains.
CPMK 6: prove the properties of fields and integral domains.
CPMK 7: prove the properties of principal ideal domains.
CPMK 8: prove the properties of field extensions.

Materials:
Groups: subgroups, co-sets, group symmetry, group homomorphism, normal subgroups, and theorem of
isomorphism of groups; Ring: subring, ideal, ring factor, ring homomorphism, theorem of isomorphism of
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rings, ideal maximum, integral, and field domains; principal ideal domains, unique factorization domains,
Euclidean domains, field extensions.

Literature:
1. Hidayat, 207, Cara Mudah Memahami Struktur Aljabar, UB Press, Malang
2. Andari, A., 2015, Teori Grup, UB Press, Malang.
3. Andari, A., 2014, Ring, Field dan Daerah Integral, UB Press, Malang
4. Bhattacharya, P.BB, S.K. Jain, and S.R. Nagpaul, 1994, Basic Abstract Algebra, Cambrige University Press,
New York.
5. Durbin, J.R., 2005, Modern Algebra An Introduction, Fifth Edition, John Wiley & Sons, Inc, New York.
6. Related articles for the development of insights.

MAM80512 Fuzzy Algebra 3 credits

Brief Description:
This course provides the materials of fuzzy sets, fuzzy rings, intuitionistic fuzzy sets, intuitionistic fuzzy rings,
and applications of fuzzy algebra in decision-making.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the concept and prove the properties of fuzzy sets.
CPMK 2: understand the concept and prove the properties of fuzzy rings.
CPMK 3: understand the concept and prove the properties of intuitionistic fuzzy sets.
CPMK 4: apply the concepts of fuzzy algebra in problems of decision-making.
CPMK 5: write papers and present them.

Materials:
Theory of fuzzy sets: basic concept, membership function, operator; Fuzzy rings: definition, ideal fuzzy, ideal
maximum fuzzy, ideal prime fuzzy; intuitionistic fuzzy sets: definition, operation and relation, fuzzy level,
Cartesian product, operator necessity and possibility; intuitionistic fuzzy rings: definition and properties;
Applications of fuzzy algebra in decision-making.

Literature:
1. Buckley, J.J., Eslami, E., 2002, An Introduction to Fuzzy Logic and Fuzzy Sets, Springer-Verlag Berlin
Heidelberg GmbH.
2. Sebastian, S., Jacob, M.K., Mary, V.M., Daise, D.M., 2012, On Fuzzy Ideals and Rings, J. Comp. & Math. Sci.
Vol.3 (1), 115-120.
3. Setiadji, 2009, Himpunan dan Logika Samar, Graha Ilmu, Yogyakarta.
4. Zadeh, L.A., 1965, Fuzzy Sets, Information and Control, 8, 1965, 338 – 353.
5. Kusumadewi, S., Hartati, S., Harjoko, A., Wardoyo, R., 2006, Fuzzy Multi-Attribute Decision Making (Fuzzy
MADM), Penerbit Graha Ilmu Yogyakarta.
6. Atanassov, K. T., 1999, Intuitionistic Fuzzy Sets theory and applications. Berlin Heidelberg GmbH:
Springer-Verlag.
7. Yamin, M., Sharma, P.K., 2018, Intuitionistic Fuzzy Rings with Operators, International Journal of
Mathematics and Computer Science, Volume 6 Issue, Page1860 – 1866.
8. Related articles for the development of insights.

MAM80513 Graph Theory 3 credits

Description:
The emphasis of learning in this course is more on the proving of theorems on graphs and their applications,
and thus students are expected to be able to develop and apply the graph theories that have been studied.
This course involves the discussion of the understanding of the basic properties of graphs, matching,
connectivity, planar graphs, coloring, network flows, graphs and Hamiltonian circuits, and Ramsey’s theorem
on graphs.

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Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the basic properties of graphs.
CPMK 2: understand the concept of matching and prove related theorems.
CPMK 3: understand the concept of connectivity and prove related theorems.
CPMK 4: understand the characteristics of planar graphs and prove related theorems.
CPMK 5: understand the concept of coloring on graphs.
CPMK 6: understand the concept of flows in networks and apply related theorems.
CPMK 7: understand the concept of graphs and Hamiltonian paths.
CPMK 8: prove and apply Ramsey’s theorem on graphs.

Materials:
Understanding of the basic properties of graphs (kinds of graphs, isomorphic, and graph operations); graph
matching and proving the Erdos-Posa theorem; graph connectivity in discussing the proof of the theorems of
Menger, Whitney, and Mader; characteristics of planar graphs and discussion of Kuratowski’s theorem,
coloring covering maps, vertices and edges on graphs, and list colorings; flows on networks and application
of the max-flow min-cut theorem; graphs and Hamiltonian paths; and Ramsey’s theorem on graphs.

Literature:
1. Diestel, R., 2016, Graph Theory Fifth Edition, Graduate Text in Mathematics, Springer.
(http://diestelgraph-theory.com)
2. Bondy, J.A. and Murty, U.S.R., 2008, Graph Theory, Graduate Text in Mathematics, Springer.
3. Chartrand, G., Lesniak L., and Zhang, P., 2016, Graphs and Digraphs Sixth Edition, CRC Press, New York.
4. Chartrand, G. and Zhang, P., 2005, Introduction to Graph Theory, McGraw Hill, New York.
5. Related articles for the development of insights.

MAM80514 Matrix Analysis 3 credits

Brief Description:
This course involves the discussion of special matrix properties, matrix factorizations, matrix norms, and
eigenvalue problems. The emphasis of learning in this course is on the understanding of definitions, proofs
of properties, and applications of special matrices to real-world problems or other fields of discipline.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the concepts and prove the characteristics of the permutation matrix, circulant
matrix, Toeplitz matrix, Henkel matrix, Hessenberd matrix, Hermitian matrix, skew-Hermitian
matrix, symmetric matrix, unitary matrix, normal matrix, Jordan matrix, and non-negative definite
matrix.
CPMK 2: understand the concepts and prove the characteristics of matrix factorization: singular value
decomposition, Schur decomposition, spectral decomposition, triangle factorization,
Householder reflection, and Cholesky factorization.
CPMK 3: understand the concepts and prove the characteristics of matrix norms: kinds and properties of
vector norms and matrix norms, matrix condition numbers.
CPMK 4: understand the concepts and prove the characteristics of Eigenvalue problems: Gershgorin disc,
Bauer-Fike Theorem, Rayleigh quotient, QR method, Lanczos method.

Materials:
Special matrices: permutation matrix, circulant matrix, Toeplitz matrix, Henkel matrix, Hessenberd matrix,
Hermitian matrix, skew-Hermitian matrix, symmetric matrix, unitary matrix, normal matrix, Jordan matrix,
non-negative definite matrix; Matrix factorization: singular value decomposition, Schur decomposition,
spectral decomposition, triangle factorization, Householder reflection, Cholesky factorization; Matrix norms:
kinds and properties of vector norms and matrix norms, matrix condition numbers; Eigenvalue problems:
Gershgorin disc, Bauer-Fike Theorem, Rayleigh quotient, QR method, Lanczos method.

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Literature:
1. Horn, R. A., Johnson, C. R., 1985, Matrix analysis, Cambridge University Press, Melbourne.
2. Golub, G. H., Loan, C. V., 1983, Matrix Computations, The Johns Hopkins Press Ltd., London.
3. Related articles for the development of insights.

MAM80515 Finite Fields 3 credits

Brief Description:
This course involves the discussion of the structure of finite fields and polynomials over finite fields. The
emphasis of learning in this course is on the understanding of definitions and proofs of properties related to
the structure of finite fields and polynomials over finite fields, as well as its applications on problems of coding
theory and cryptology.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the concepts and prove the properties of the characteristics of finite fields, irreducible
roots of polynomials, trace, norms and bases, roots of unity and cyclotomic polynomials,
representation of elements in finite fields.
CPMK 2: understand the concepts and prove the properties of polynomials over finite fields: order
polynomials, primitive polynomials, irreducible polynomials, construction of irreducible
polynomials, linearization of polynomials, binomials and trinomials, factorization and calculation
of roots of polynomials.
CPMK 3: understand and apply finite fields to finite geometry, combinatorics, linear modular systems,
random sequences, linear code, cyclic code, Goppa code, cipher cryptography, discrete
logarithms, and cryptosystems.

Materials:
Structure of finite fields: characteristics of finite fields, irreducible roots of polynomials, trace, norms and
bases, roots of unity and cyclotomic polynomials, representation of elements in finite fields; Polynomials over
finite fields: order polynomials, primitive polynomials, irreducible polynomials, construction of irreducible
polynomials, linearization of polynomials, binomials and trinomials, factorization and calculation of roots of
polynomials; Applications: finite geometry, combinatorics, linear modular systems, random sequences, linear
code, cyclic code, Goppa code, cipher cryptography, discrete logarithms, and cryptosystems.

Literature:
1. Lidl, R., Niederreiter, H., 1986, Introduction to finite field and their applications, Cambridge University
Press, Melbourne.
2. Related articles for the development of insights.

MAM80516 Fixed-Point Theorems and Their Applications 3 credits

Brief Description:
This course involves the discussion of fixed-point problems and their applications.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand and prove theorems related to early fixed-point theorems.
CPMK 2: understand and prove theorems related to fixed-point theorems in analysis.
CPMK 3: understand and prove theorems related to Lefschetz fixed-point theorems.
CPMK 4: understand and prove theorems related to fixed-point theorems in geometry.
CPMK 5: apply fixed-point theorems to differential equations, integral equations, and matrices.

Materials:
Early Fixed-Point Theorems: Brower’s Theorems, Banach’s Theorems. Fixed-Point Theorems in Analysis:
Shauder-Tychonoff Theorems, Kakutani’s Theorems. Lefschetz Fixed-Point Theorems: For Compact
Polyhedra, For Compact Manifolds. Fixed-Point Theorems in Geometry: Some generalities on Riemannian
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Manifolds, Hadamard Manifolds. Applications of fixed-point theorems: differential equations, integral
equations, and matrices.

Literature:
1. Farmakis, I. and Moskowitz, M., 2013, Fixed-Point theorems and Their Applications, World Scientific.
Publishing. Co. Pte. Ltd.
2. Agarwal, R. P., Meehan, M., and O’Regan, D., 2004, Fixed Point Theory and Applications, Cambridge
University Press, United Kingdom.
3. Related articles for the development of insights.

MAM80517 Introduction to Set-Valued Functions 3 credits

Brief Description:
This course involves the discussion of set-valued functions.

Objectives:
After taking this course, students are to be able to:
CPMK 1 : understand and prove theorems related to Set limit, Limit calculus, Set-valued mapping,
Continuity of set-valued mapping, Criteria of lower semi-continuity.
CPMK 2 : understand and prove theorems related to Tangent cones of a set, Calculus of tangent cones,
derivatives of set-valued mapping.
CPMK 3 : understand and prove theorems related to Integrals of set-valued mapping, Selection and
Parametrization, Differential Inclusion.

Materials:
Set limit, Limit calculus, Set-valued mapping, Continuity of set-valued mapping, Criteria of lower semi-
continuity. Tangent cones of a set, Calculus of tangent cones, derivatives of set-valued mapping. Integrals
of set-valued mapping, Selection and Parametrization, Differential Inclusion.

Literature:
1. Aubin, J.P., and Frankowska, H., 2009, Set-Valued Analysis, Birkhauser Boston.
2. Aubin, J.P., and Cellina, A., 2010, Differential Inclusion: Set-Valued Maps and Viability Theory, Cambridge
University Press, United Kingdom.
3. Related articles for the development of insights.

MAM80518 Harmonic Analysis 3 credits

Brief Description:
This course involves the discussion of abstract and classical harmonic analysis.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand and prove theorems related to abstract Fourier analysis.
CPMK 2: understand and prove theorems related to classical harmonic analysis.
CPMK 3: apply harmonic analysis in the fields of engineering and physics.

Materials:
Abstract Fourier analysis: Locally compact abelian groups, Compact groups; Classical harmonic analysis:
Interpolation, Some classical inequalities, Hardy-Littlewood maximal function, Calderon-Zygmund theory,
Mihlin multiplier theorem, Littlewood-Paley theory, Oscillatory integrals; Application of harmonic analysis
in the fields of engineering and physics.

Literature:
1. E. Hewitt and K. A. Ross, 1970, Abstract Harmonic Analysis, vol 2, Springer-Verlag, New York Heidelberg-
Berlin.
2. Y. Katznelson, 2004, An Introduction to HARMONIC ANALYSIS, Cambridge University Press.

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3. Jason Murphy, A Course in Harmonic Analysis, Missouri University of Science and Technology.
4. Related articles for the development of insights.

MAM80519 Graph Algebra Theory 3 credits

Brief Description:
This course involves the discussion of the link between linear algebra and graph theory. The emphasis of
learning in this course is on the understanding of definitions, proofs of properties (lemmas, propositions,
theorems), and provision of examples, as well as being able to prove, with algebraic techniques, properties
that are related to graphs and problems of coloring.

Objectives:
After taking this course, students are to be able to:
CPMK 1: explain the relationship between linear algebra and graph theory.
CPMK 2: understand the concepts of spectral graphs, regular graphs, and line graphs.
CPMK 3: explain about the homology of graphs, generative trees and related structures, complexity, and
determinant expansion.
CPMK 4: solve problems related to graph theory with usage of linear algebra.
CPMK 5: understand the concept of problems of coloring.

Materials:
Linear algebra on graph theory: spectral graphs, regular graphs, and line graphs, homology of graphs,
generative trees and related structures, complexity, determinant expansion; Problems of coloring: coloring of
points and spectra, chromatic polynomials, edge-subgraph expansions, logarithmic transformations, the
vertex-subgraph expansion, Tutte polynomial, and chromatic polynomials and generative trees.

Literature:
1. Biggs, N., 1974, Algebraic Graph Theory, Cambridge University Press, Cambridge.
2. Related articles for the development of insights.

MAM80601 Numeric Partial Differential Equations 3 credits

Brief Description:
This course involves the discussion of methods of solving partial differential equations with the finite
difference method, and the learning method is integrated with Matlab.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the foundations of the theory of the finite difference method to solve partial differential
equations.
CPMK 2: apply the finite difference method to solve partial differential equations.
CPMK 3: construct and analyze (accuracy, stability) of methods to solve partial differential equations.
CPMK 4: implement (create) programs of this method to solve partial differential equations.

Materials:
Finite Difference Approach: construction, analysis of accuracy and stability; implementation of the finite
difference method for diffusion equations, hyperbolic equations, and elliptic equations; consistency, stability,
and convergence of the finite difference approach; review of international journal articles.

Literature:
1. Morton K.W. and Mayers, D., 2005, Numerical Solution of Partial Differential Equations, 2nd Ed.,
Cambridge University Press, UK.
2. Flaherty J.E., Partial Differential Equations, Course Notes - Rensselaer Polytechnic Institute,
http://www.cs.rpi.edu/~flaherje/
3. Ames ,W.F., 1997, Numerical Methods for Partial Differential Equations (Second ed.). Academic Press.,
(http://www.cs.rpi.edu/~flaherje/pdeframe.html).
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4. Related articles for the development of insights.

MAM80602 Finite Element Method 3 credits

Brief Description:
This course involves the discussion of the Finite Element Method as a numerical method to obtain solution
approximations for partial differential equations. In this course, the Finite Element Method is discussed from
the theoretical aspect for two-point boundary value problems, such as for 1D and 2D Poisson equations as
well as time-dependent problems, as 1D heat equations. The learning method is integrated with Matlab.

Objectives:
After taking this course, students are to be able to:
CPMK 1: explain about Banach space, Hilbert space, and Sobolev space.
CPMK 2: understand theoretically the bases of the finite element method.
CPMK 3: construction schemes of variational formulation.
CPMK 4: make piecewise polynomial approximations and linear interpolation in 1D.
CPMK 5: construct the finite element method with the Galerkin method.
CPMK 6: make piecewise polynomial approximations and linear interpolation in 2D.
CPMK 7: utilize the finite element method for 1D and 2D Poisson equations.

Materials:
Banach space, Hilbert space, Sobolev space, introduction to the Finite Element Method, variational
formulation, piecewise polynomial approximation and linear interpolation in 1D, Galerkin method, basic
procedures for the Finite Element Method, the Finite Element Method for 1D Poisson equations,
implementation of computer programs, piecewise polynomial approximation and linear interpolation in 2D,
meshing, the Finite Element Method for 2D Poisson equations, implementation of computer programs, the
Finite Element Method for 1D heat equations.

Literature:
1. Larson, M.G., 2010, The Finite Element: Theory, Implementation and Practice, Springer.
2. Segerlind, L.J, 1984, Applied Finite Element Analysis, Second Edition, John Wiley & Sons Inc.
3. Elman H., Silvester, D., and Wathen, A., 2005, Finite Elements and Fast iterative Solvers: with Applications
on Incompressible Fluid Dynamics, Oxford University Press Inc, New York.
4. Lewis, R.W., Nithiarasu, P., and Seetharamu, K.N., 2004, Fundamentals of The Finite Element Method for
Heat and Fluid Flow, John Wiley & Sons, Ltd.
5. Barberian, S.K., 1961, Introduction to Hilbert Space, Oxford University Press, New York.
6. Orlicz, 1992, Linear Functional Analysis, worldScientific, Singapore.
7. Kreyszig, E. G, 2008, Introduction to Functional Analysis with Application, John Willey & Sons.
8. Related articles for the development of insights.

MAM80603 Finite Volume Method 3 credits

Brief Description:
This course involves the discussion of how to construct the finite volume method to solve problems of
conservation laws in the form of elliptic, parabolic, and hyperbolic partial differential equations of one
dimension. The learning method is integrated with the program package of MATLAB.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the basic concept of the principle for the finite volume method for laws of conservation.
CPMK 2: construct a finite volume method scheme for elliptic problems.
CPMK 3: construct a finite volume method scheme for parabolic problems.
CPMK 4: construct a finite volume method scheme for hyperbolic problems.
CPMK 5: utilize finite volume method schemes to solve real-world problems that are modeled in the form of
partial differential equations.

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Materials:
Principle of finite volume for laws of conservation; construction of finite volume method schemes for elliptic,
parabolic, and hyperbolic problems. Review of the latest articles in international journals.

Literature:
1. Eymard, F.R., Gallouet, T., and Herbin, R., 2003, Finite Volume Methods, P.G. Ciarlet, J.L. Lionis eds., Vol 7.
2. LeVeque, R.J., 2004, Finite-Volume Methods for Hyperbolic Problems, Cambridge University Press.
3. Flaherty, J.E. Numerical Methods for Partial Differential Equations, www.cs.rpi.edu/~flaherje/pdf/, 10-07-
2010; 09:00 pm.
4. Versteg, H.K. and Malalasekera, W., 1995, An Introduction To Computational Fluid Dynamics The Finite
Volume Methods, Longman Scientific & Technical, England.
5. Related articles for the development of insights.

MAM80604 Optical Mathematics 3 credits

Brief Description:
This course involves the discussion of basic concepts of equations for electromagnetic waves, and their
analysis and computation.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the theory of electromagnetic waves.
CPMK 2: understand the mathematical methods of electromagnetic waves.
CPMK 3: understand the computation techniques for equations of electromagnetic waves
CPMK 4: understand the basic development of the model and analysis of the propagation of electromagnetic
and optical waves.

Materials:
Basic concept of waves, modeling and analysis (analytic/computation) of waves (Maxwell equations;
nonlinear Helmholtz equation: numerical scheme, analytic method, properties of the propagation of optical
waves; nonlinear Schrodinger equation and its modification), concept of solitons (propagation of solitons in a
Homogenous Kerr medium, Non-homogenous nonlinear Kerr medium, numerical methods to solve the model
of soliton propagation, the equivalent particle).

Literature:
1. Kivshar, Y.S. and G. Agrawal, 2003, Optical Solitons: From Fibers to Photonic Crystals, Academic Press,
California.
2. Agrawal, G., 2013, Nonlinear fiber optics, Academic Press, 5th edition, Oxford.
3. Hasegawa, A. and Kodama, Y., 1995, Soliton in optical communications, Oxford University Press, USA.
4. Yeh, P., 1998, Optical Waves in Layered Media, John Wiley and Sons, Inc., New Jersey.
5. Related articles for the development of insights.

MAM80605 Fluid Dynamics 3 credits

Brief Description:
The course of Fluid Dynamics is a course that involves the study of moving fluids, particularly liquids and gases.
The solution of problems of fluid dynamics usually involves calculation of many properties of fluids, such as
velocity, pressure, density, and temperature, as functions of space and time.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the concept of fluid dynamics
CPMK 2: understand the development of the wave propagation model for fluids
CPMK 3: understand the development of the wave propagation model for ideal fluids (irrotational, inviscid).
CPMK 4: conduct analysis of the wave propagation model.

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Materials:
This course involves the discussion of introduction to fluid dynamics, important principles in fluid dynamics
(continuum principle, definition of fluid dynamics, properties of fluids, classification of fluid flows,
visualization of fluid flows), equations of fluid flows (Lagrangian viewpoint, Euler viewpoint, transport
theorem, Reynolds transport theorem, conservation of mass, conservation of momentum (Navier-Stokes
equations), vorticity equations, scaling, and dimensional analysis. Shallow water equation system: shallow
water equations (equations of mass continuity and momentum), shallow water wave equations, Boussinesq,
Korteweg-De Vries, nonlinear Schrodinger. Applications of equations in fluid dynamics. Review of the latest
articles in international journals.

Literature:
1. Dingemans, M.W., 1997, Water Wave Propagation over Uneven Bottoms. World Scientific, Singapore.
2. Chorin, A. J. and Marsden, J.E., 2000, A Mathematical Introduction to Fluid Mechanics, Springer, New York.
3. Vallis, G. K., 2006, Atmospheric and Oceanic Fluid Dynamics, Cambridge University Press, UK.
4. Whitham, G.B., 1999, Linear and Nonlinear Waves, Wiley, University Hall library.
5. Drazin P. G. and Johnson, R. S., 1989, Solitons: an introduction, CUP.
6. J. Lighthill, 1978, Waves in Fluids, CUP.
7. Related articles for the development of insights.

MAM80606 Variational Method 3 credits

Brief Description:
This course involves the discussion of variational problems with constraints and without constraints, including
their applications on problems of optimization.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the variational method to solve problems of optimization in science.
CPMK 2: understand the variational method to solve problems of optimization in engineering.
CPMK 3: understand the usage of the variational method in problems of finite dimension.
CPMK 4: understand the usage of the variational method in problems of infinite dimension.

Materials:
Introduction to calculus of variations, variational problems without constraints, first and second theories of
variation, dynamic variational principle, Lagrangian and Hamiltonian systems (discrete and continuous),
variational problems with constraints, (variational) characterization of the problem of eigenvalues.

Literature:
1. van Groesen E, 2001, Applied Analytical Methods, part I: Basic Variational Structures and Methods,
Lecture Note, University of Twente.
2. van Groesen E. and de Jager, E.M.,1994, Mathematical Structures in Continuous Dynamical Systems,
North Holland, Amsterdam.
3. Related articles for the development of insights.

MAM80701 Mathematical Arguments and Proofs 3 credits

Brief Description:
In this course, students are introduced to the grammar and logic that applies in mathematics. As such, this
course will become basic knowledge for students in communicating with the language of mathematics.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the concepts of mathematical statements and truth value.
CPMK 2: understand the concepts and utilize methods of proving.
CPMK 3: understand the concepts and utilize several strategies of proving.
CPMK 4: understand the concepts and utilize problem-solving techniques.

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Materials:
Mathematical statements, truth-values of statements, various methods of proving, direct proof, indirect
proof, quantifiers, proof by contradiction, proof by contraposition, several strategies of proving, several
techniques of solving problems.

Literature:
1. Daniel Solow, How to Read and Do Proofs, John Wiley & Sons, 3rd Ed 2002
2. G Polya, How To Solve It: A New Aspect of Mathematical Method, 2nd, Princeton University Press, 1985.
3. Loren C. Larson, Problem Solving Through Problems, Springer Verlag, 1983
4. Daniel J. Velleman, How to Prove It: A Structured Approach, 2nd ed., Cambridge University Press 2006.
5. J. Mason, L. Burton, K. Stacey, Thinking Mathematically, Addison Wesley, 1985.
6. Kevin Houston, How to Think Like a Mathematician: A Companion to Undergraduate Mathematics,
Cambridge University Press 2009.
7. Related articles for the development of insights.

MAM80702 Mathematical Learning 3 credits

Brief Description:
In this course, students perform studies and make plans for the development of learning from various topics
of mathematics in schools based on the problems that may appear in the learning process in schools.

Objectives:
After taking this course, students are to be able to:
CPMK 1: perform studies of problems of mathematics that appear in the learning process.
CPMK 2: make plans of techniques/methods for solving problems of mathematics that appear in the learning
process.
CPMK 3: make developments of techniques/methods for solving problems of mathematics that appear in the
learning process.

Materials:
Sets and natural numbers, numeration, number theory, fractions; decimals, ratios, proportions, and
percentages; integers, algebra, statistics and probability, geometry, logic, mathematical system, introduction
to graph theory.

Literature:
Adjusted to the topics being discussed.

MAM80703 Euclidean Geometry 3 credits

Brief Description:
In this course, students will obtain knowledge and experience on mathematical materials that are not yet
known. The materials discussed in this course pertain to Euclidean geometry.

Objectives:
After taking this course, students are to be able to:
CPMK 1: master the basic concepts of Euclidean geometry: congruence, similarity, transformation;
CPMK 2: communicate concepts of geometry, methods of proving in geometry, and various kinds of
geometries, both orally and verbally.
CPMK 3: utilize various technologies to explore principles and geometric properties dynamically, such as
Geometer’s Sketchpad, Cabri, and Java-based sites;
CPMK 4: develop portfolios of geometry projects for usage in the classroom.

Materials:
Triangles, polygons, and circles; congruence, similarity, Pythagorean Theorem, distance and area,
coordinates; presentation of geometric forms.

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Literature:
1. C. G. Gibson, 2003, Elementary Euclidean Geometry: an undergraduate introduction, Cambridge
University Press, 2003
2. Greenberg, M.J., 1993, Euclidean and Non-Euclidean Geometry development and History Third Edition,
w. H. Freeman and Company New York.
3. Chen, E., 2016, Euclidean Geometry in Mathematical Olimpiads, The Mathematical Association of
America.
4. Related articles for the development of insights.

MAM80704 Advanced Number Theory 3 credits

Brief Description:
In this course, students will study about the properties and relationships among various kinds of numbers,
fundamental theorems related to prime numbers, congruence, and their applications.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand and master the basic concepts of number theory and their operations.
CPMK 2: write about and present mathematical proofs in a systematic manner.
CPMK 3: provide examples of the application of number theory.

Materials:
Integers and their operations and properties, mathematical induction, Fibonacci numbers, divisibility, prime
numbers, greatest common divisor, Euclid’s algorithm, Fundamental Theorem of Arithmetic, methods of
factorization and Fermat numbers, linear Diophantine equations, linear congruence system, Chinese
Remainder Theorem, divisibility test, number examinations, Wilson’s Theorem, Fermat’s Little Theorem,
Euler’s Theorem, congruence, and their applications.

Literature:
1. Kenneth H. Rosen, 2005, Elementary Number Theory and Its Applications, 5th ed., Pearson Addition
Wesley.
2. Burton, D.M., 2011, Elementary Number Theory Seventh Edition, McGraw Hill, New York.
3. Koshy, T., 2007, Elementary Number Theory with Applications, Second Edition, Elsevier Inc.
4. Related articles for the development of insights.

MAM80705 Statistics 3 credits

Brief Description:
In this course, students will study about descriptive statistics.

Objectives:
After taking this course, students are to be able to:
CPMK 1: perform identification and interpretation of data.
CPMK 2: understand the concept of probability and calculate the probability of an event.
CPMK 3: perform statistical tests, particularly mean tests.
CPMK 4: model data through regression models.

Materials:
Descriptive statistics; probability; inference for the mean; 2-sample hypothesis test; analysis of variance;
analysis of categorical data; regression and correlation analysis. Types of data, essence of numerical statistics,
stem-and-leaf plots, histograms, box plots; calculating the probability of an event and random variables,
distribution; concept of hypothesis testing, level of significance, error type, 2-sample mean test with equal or
unequal variance, test of a number of means, assumptions of freedom in ANOVA, binomial test and freedom
test; regression model, Pearson correlation.

Literature:
1. Gravetter, F.J., Wallnau, L.B., 2017, Statistics for The Behavioral Sciences 10e, Cengage Learning
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2. Walpole, Myers, Myers and Ye, “Probability and Statistics for Engineers and Scientists
3. Ross, S.M., 2009, Probability and Statistics for Engineers and Scientists Fourth Edition, Elsevier Inc.
4. Related articles for the development of insights.

MAM80706 Calculus and Analytic Geometry 3 credits

Brief Description:
In this course, students will study about calculus, including the evolution of calculus from Greek thinking to
modern analytic approaches.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand about calculus, both historically and conceptually.
CPMK 2: possess the capability to work with several basic concepts of calculus and to provide their
justifications.
CPMK 3: conduct simulation through symbolic programs (Maple, Mathematica) and visualization.
CPMK 4: find and process information independently, particularly on the history and concept of calculus.

Materials:
Evolution of the concept of calculus from Greek thinking (Euclid, Archimedes, Eudoxus), renaissance period
(Descartes, Newton, Leibniz, Euler), up to modern analytic approaches. Course materials cover the Exhaustion
Method of Archimedes and Eudoxus, Fermat Calculus, Newton-Leibniz Calculus, Modern approaches: system
of real numbers, sequences, and limit, continuity, differentiability, integration.

Literature:
1. Stahl, S., 2011, Real Analysis, A Historical Approach, 2nd ed., Wiley
2. Ethan D. Bloch, 2011, The Real Numbers and Real Analysis, Springer Science + Business Media, New York
3. David M. Burton, 2011, The History of Mathematics AN INTRODUCTION Seventh Edition, McGraw Hill
4. Binmore, K.G., 1982, Mathematical Analysis, a straightforward approach, 2nd ed., Cambridge.
5. Related articles for the development of insights.

MAM80707 Advanced Discrete Mathematics 3 credits

Brief Description:
In this course, students will study about mathematical induction of the basic (weak) form and the complete
(strong) form, counting techniques for models of samples and models of distribution, integer solutions of
equations, generating functions, homogenous and non-homogenous recurrence relations, and introduction
to graph theory.

Objectives:
After taking this course, students are to be able to:
CPMK 1: understand the concept and problems of discrete mathematics.
CPMK 2: understand how to think critically and creatively in solving problems.
CPMK 3: convey arguments orally and verbally.

Materials:
Logic and proofs, discrete structure, induction and recursion, basic principles of counting, pigeonhole
principle, permutations and combinations, binomial coefficient, discrete probability, recurrence relation,
inclusion-exclusion, graphs, and trees.

Literature:
1. K.H. Rosen, 2007, Discrete Mathematics and Its Applications 7th Edition, McGraw-Hill, New York.
2. V. Bryant, 1993, Aspect of Combinatorics: A wide-ranging introduction, Cambridge Univ. Press, Great
Britain.
3. NN, 2016, Introduction to Combinatorics Course Notes for Math 239, Department of Combinatorics and
Optimization University of Waterloo.

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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 XVI
DOCTORAL STUDY PROGRAM OF MATHEMATICS

A. Identity of the Study Program

Name of the Study Program : Doctor of Mathematics
Organization Permit : Minister of Research, Technology, and Higher Education Decree
No. 69/KPT/I/2016 on the date of 3 February 2016
Accreditation Status : B, applies until 24 October 2022
Decree Number SK3941/SK/BAN-PT/Akred/D/X/2017

B. Introduction
Mathematics becomes the basis for the development of science and technology of other fields. Based on the
objective, mathematics is often divided in two, as pure mathematics and applied mathematics. Pure mathematics
answers various questions in mathematics itself without any consideration of its application, while applied
mathematics answers various questions outside the context of mathematics such as in the fields of biology, physics,
economy, or engineering. Yet in fact, there is no clear boundary between the two because both of them are
interrelated and reinforce each other. Practical applications of what results from pure mathematics are often found
at a later time. Conversely, the application of mathematics also often motivates the development of mathematics
itself. The application of mathematics is inescapable from mathematical modeling. Mathematical modeling has the
objective to describe various aspects of the real world, including their interactions and dynamics, through
mathematics. Solutions of mathematical models may be determined quickly and accurately through the approach of
computational mathematics, which allows simulations to understand phenomena or technological design processes
to be conducted.
Mathematical modeling and computation at present are important tools for qualitative and quantitative
analyses, which allow researchers to build and test models of complex phenomena that may not be able to be
replicated in the laboratory as well as experiments that cannot be performed because they are too dangerous or
demand sophisticated facilities and therefore are too expensive to be realized. As such, mathematical modeling and
computation are seen as the third pillar in scientific investigations, after theoretical analysis and experiments. This
is in line with the vision, mission, and objectives of the Doctoral Study Program of Mathematics of UB, in that research
is directed to development of mathematical theories, mathematical models, mathematical methods, and its
computation to solve problems in the fields of natural science and industry.
One of the advantages of the Doctoral Study Program of Mathematics of UB is scientific research and
development based on the track record of concentration groups that will become the primary support of the
education and research process. The Study Program possesses five concentrations, which are Physical Mathematics,
Biological Mathematics, Statistics and Optimization, Analysis, and Computational Science, that are coordinated by a
Full Professor or Associate Professor with a doctoral degree. Several studies in these concentration groups have been
funded by DP2M/DIKTI, BOPTN, DCRG-URGE, SP4, KNAW (Netherlands), European Union, Ministry of Research and
Technology, and internal funds of UB. These studies not only involve lecturers of the Department of Mathematics of
UB but also collaborations with lecturers of other departments or faculties in the environment of UB as well as other
institutions outside of UB such as ITB, University of Twente, Osaka University, LHI, PT PAL, TELKOM, LABMATH
INDONESIA, Central Government or Regional Governments, and others. Cooperation has been established over a
long period and has resulted in various scientific works that are published in proceedings and national and
international journals. International cooperation has also been expanded with agreements created between the
Department of Mathematics or the Faculty of Mathematics and Natural Sciences and Universiti Sains Malaysia,
Universiti Putra Malaysia, University of Koblenz-Landau (Germany), and Yildiz University (Turkey).

C. Vision, Mission, and Objectives

Vision

256
 To become a Doctoral Study Program of Mathematics that is leading and able to compete internationally
through the processes of education, research, and community in the fields of mathematics and applied mathematics
to support the development of industry and natural sciences.

Mission
1) To organize a doctoral education that is oriented to the development of theories of mathematics and its
applications in the fields of industry and natural sciences.
2) To organize a high-quality doctoral education that is transparent, accountable, efficient, and effective in
developing theories of mathematics and its applications in the fields of industry and natural sciences.
3) To develop research innovations to result in new ideas as scientific publications or intellectual property rights
that are beneficial to solve problems in the fields of natural sciences and industry.
4) To improve the quality of research oriented to the development and discovery of mathematical methods and
models, and to disseminate the applications to the people.

Objectives
Education at the Doctoral Study Program of Mathematics of UB has the objective of preparing doctors of
mathematics to be able to play roles in the career fields of their choice. For that, the curriculum of the Study Program
is designed in order that within a period of 3-5 years after completing their studies, the graduates can achieve the
following objectives:
1. To be able develop mathematical theories, mathematical models, mathematical methods, and its computations
to solve problems in the fields of industry and natural sciences.
2. To be able to conduct mathematical analysis toward the produced mathematical models and their
implementations.
3. To be able to organize and develop research in the field of expertise by empowering the human resources and
facilities that are related to the research activities.
4. To possess a good academic profile, hold ethics in high regard, and be able to cooperate.

D. Competences
Competences of attitudes and general skills are as mentioned in Chapter 4.
1) Knowledge Mastery
a) To master the philosophy of knowledge and the basic theories of analytical mathematics and applied
mathematics, as well as knowledge of relevant cutting-edge issues to be able to play the roles of
educators, researchers, experts, and consultants.
b) To master the concepts of mathematics and be able to apply them to unearth and discover new
knowledge in the field of mathematics and its applications, particularly in the fields of natural sciences
and industry.

2) Specific Skills
a) To be innovative and be able to organize research in the field of expertise by empowering the human
resources and facilities that are related to the research activities.
b) To possess professionalism and be able to realize competence in the fields of analytical mathematics
or applied mathematics in order to become a pioneer in the development of innovation and application
of science and technology, particularly in the fields of natural sciences and industry in a transdisciplinary
manner, to solve problems in society.
c) To be able to realize new ideas through research to result in innovations of science and technology in
the form original mathematical theories, models, methods, (software) algorithms that are beneficial to
solve problems in the fields of natural sciences and industry.
d) To be able to publish the resulting innovations scientifically, whether delivered in seminars or
conferences or written in scientific journals or teaching materials, and to suggest that patents be
obtained for them.

257
 e) To be able to synergize with parties outside the institution that possess competences in related fields
of knowledge.

E. Topics of Study and Research

The Doctoral Study Program of Mathematics of UB has various lecturer research groups that in general may be
grouped into 6 primary concentrations, which are Physical Mathematics, Biological Mathematics, Statistics and
Optimization, Analytical Mathematics, Algebra and Combinatorics, and Computational Science. The following
are several examples of topics of study research according to the available concentrations.
1) Physical Mathematics Concentration
a) Modeling and simulation of aquatic wave propagation
b) Modeling and computation of optical wave propagation
c) Analysis of solutions for nonlinear wave equations (regularity, asymptotic solution, scattering theory, and
so on)
2) Biological Mathematics Concentration
a) Modeling of population growth (ecology, epidemiology, bioprocess)
b) Dynamic analysis (continuous/discrete dynamic systems)
c) Development of numeric schemes for dynamic systems
d) Estimation of dynamic model parameters
3) Statistics and Optimization Concentration
a) Biostatistics
b) Bayesian Method
c) Econometrics
d) Optimization in conditions of uncertainty
e) Technique/computation/method of numerical optimization
4) Analytical Mathematics Concentration
a) Harmonic analysis and functional analysis
b) Fourier Integral Operator
c) Microlocal analysis
d) Differential/integral operator theory

5) Algebra and Combinatorics Concentration

a) Algebraic Structure
b) Graph Labeling

6) Computational Science Concentration

a) Digital Image Processing
b) Intelligent Computation

F. Curriculum
The curriculum and study load of the Doctoral Study Program of Mathematics of the Faculty of Mathematics
and Natural Sciences of Brawijaya University are as given in Table 16.1.
Table 16.1 Curriculum Structure of the Doctoral Study Program of Mathematics
A. REQUIRED COURSES OF THE PROGRAM
Course Code Course Name Credits
MAM90000 Qualification Examination* 0
MAM90011 Philosophy of Knowledge 2
MAM90012 Research Methods and Writing Mathematical Scientific Works 3
Required Program Courses Total 5

258
 B. DISSERTATION-SUPPORTING COURSES (AT LEAST 9 CREDITS)**
Course Code Course Name Credits
MAM90XXX Dissertation-Supporting Course 1 3
MAM90XXX Dissertation-Supporting Course 2 3
MAM90XXX Dissertation-Supporting Course 3 3
Dissertation-Supporting Courses Total (minimum) 9

C. DISSERTATION COURSES (REQUIRED)

Course Code Course Name Credits
MAM90013 Dissertation Proposal 4
MAM90014 Dissertation Research Execution and Writing I 3
MAM90015 Dissertation Research Execution and Writing II 3
MAM90016 Dissertation Research Execution and Writing III 3
MAM90017 International Scientific Seminar 3
MAM90018 International Publication 5
MAM90019 Dissertation Research Results Seminar 3
MAM90020 Dissertation Appropriateness Examination 3
MAM90021 Dissertation Final Examination 3
Dissertation Courses Total (Required) 30

Minimum Credits Total for the Doctoral Program of Mathematics 44

Notes:
* The Qualification Examination may be conducted after passing Philosophy of Knowledge, Research Methods,
and Dissertation-Supporting Courses (at least 9 credits) with grades of at least B.

** Dissertation-Supporting Courses: At least 9 credits of the concentration courses in Table 16.2.

Table 16.2 List of Dissertation-Supporting Courses*

Concentration Course Code Course Name Credits
MAM90111 Numerical Methods for PDEs 3
MAM90112 Fluid Dynamic Modeling 3
Physical MAM90113 Applied Analysis Methods 3
Mathematics Mathematical Methods for Electromagnetic and
MAM90114 3
Optical Waves
MAM90122 Advanced Topics in Physical Mathematics 3
MAM90211 Numerical and Computational Methods 3
MAM90212 Dynamic Models in Biology 3
MAM90213 Continuous Dynamic Systems 3
MAM90214 Discrete Dynamic Systems 3
Biological
MAM90215 Advanced Topics in Parameter Estimation 3
Mathematics
MAM90216 Optimal Control Theory 3
Differential Equations (Theory and Numerical
MAM90217 3
Methods)
MAM90222 Advanced Topics in Biological Mathematics 3

259
 Concentration Course Code Course Name Credits
MAM90311 Stochastic Analysis 3
MAM90312 Topics in Operations Research 3
MAM90313 Optimization Techniques 3
MAM90314 Spatial Statistics 3
Statistics and
MAM90315 Bayesian Method 3
Optimization
MAM90316 Econometrics 3
MAM90317 Biostatistics 3
MAM90318 Statistical Modeling 3
MAM90322 Advanced Topics in Statistics and Optimization 3
MAM90411 Advanced Functional Analysis 3
MAM90412 Tensor Analysis 3
MAM90413 Fourier Analysis 3
MAM90414 Operator Theory 3
MAM90415 Sobolev Space 3
MAM90416 Complex Analysis 3
MAM90422 Advanced Topics in Analysis 3
Differential Equations (Theory and Numerical
Analysis MAM90217 3
Methods)
MAM90313 Optimization Techniques 3
MAM90511 Artificial Neural Networks 3
MAM90512 Digital Image Processing 3
MAM90513 Data Mining 3
MAM90514 Fuzzy Systems 3
MAM90515 Heuristic Optimization Techniques 3
MAM90522 Advanced Topics in Computation Science 3
MAM90605 Algebra 3
Algebra and
MAM90606 Advanced Graph Theory 3
Combinatorics
MAM90622 Advanced Topics in Algebra 3
* Courses are adjusted to the research topic for the dissertation; Dissertation-Supporting Courses are not
limited to the above table (other courses in UB or other higher education institution may be taken with
consideration of the Chief of the Study Program and Promotor); Students are required to take at least 9
credits of Dissertation-Supporting Courses according to the concentration.

Table 16.3. Semester plan of courses and dissertation components

Sem. Code Course Name/Dissertation Credits
Component
Courses (14 credits)
MAM90011 Philosophy of Knowledge
Research Methods and
I MAM90012 Writing Mathematical
Scientific Works
Dissertation-Supporting
MAM90XXX
Courses (3-5 courses)
Prerequisite/Remarks
2 1. Dissertation-Supporting Courses are
determined between students and
3 their promotor candidate lecturers
and the Chief of the Study Program
2. Students are required to take at least
9 3 Dissertation-Supporting Courses

260
 Passed all Dissertation-Supporting
MAM90010 Qualification Examination None
Courses
II Passed the Qualification Examination
and revisions to the draft have been
MAM90013 Dissertation Proposal 4
accepted by all examiners; possession of
a promotor team

As a presenter and with a proceeding

(if conducted internationally, at least 1
International Scientific
MAM90017 3 time; if conducted within the country, at
Seminar
least 2 times, at least 1 article in
proceedings)
- Passed the Dissertation Proposal
III Examination and proposal revisions
have been accepted by all examiners
Dissertation Research - A grade is given if the student has
MAM90014 3
Execution and Writing I conducted the International Scientific
Seminar (proven with a presenter
certificate and article draft for
proceedings)

- Completion of Dissertation Research

Execution and Writing I
Dissertation Research - A grade is given if the student has
MAM90015 3
Execution and Writing II submitted an article in an
international journal (as the first
IV author, with proof of submission)
Publication has been accepted
(unconditionally) and there are no
MAM90018 International Publication 5
administrative dues; student is the first
author

- Dissertation draft has been accepted

by the promotor team
Dissertation Research
V MAM90019 3 - The student has submitted an article
Results Seminar
in an international journal (as the first
author, with proof of submission)

- Completion of Dissertation Research

Execution and Writing II
Dissertation Research
MAM90016 3 - A grade is given together with the
Execution and Writing III
Dissertation Appropriateness
Examination
- Publication requirements met
VI Dissertation
(according to Faculty guidelines)
MAM90020 Appropriateness 3
- Revisions to the draft have been
Examination (Closed)
accepted by all examiners
Passed the Dissertation Appropriateness
Dissertation Final
MAM90021 3 Examination; revisions to the draft have
Examination (Open)
been accepted by all examiners

Notes: The semester of execution for each dissertation component is not binding and depends on the
fulfillment of the requirements.

261
G. Lecturers
The list of names of lecturers of the Doctoral Study Program of Mathematics is given in Table 16.4.
Table 16.4 Names of Lecturers of the Doctoral Study Program of Mathematics
Functional
No. Lecturer Name Field of Expertise/Research E-mail
Position
1 Dr. Ir. Waego Hadi Sampling Technique Model Full whn@ub.ac.id
Nugroho Professor
2 Dr. Agus Widodo, M.Kes. Industrial and Financial Full aguswidodo@ub.ac.id
Mathematics Professor
3 Drs. Marjono, M. Phil., Analysis Full marjono@ub.ac.id
Ph.D. Professor
4 Dr. Ir. Henny Pramoedyo, Spatial Mapping, Full hennyp@ub.ac.id
M.S. Experiment Design Professor
5 Dr. Ir. Ni Wayan Surya Growth Models, Regression Full wswardhani@ub.ac.id
Wardhani, M.S. Models Professor
6 Dr. Drs. Agus Suryanto, Applied Analysis and Full suryanto@ub.ac.id
M.Sc. Computational Science Professor
7 Dr. Drs. Sobri Abusini, Industrial and Financial Associate sobri@ub.ac.id
M.T. Mathematics Professor
8 Dr. Dra. Wuryansari M. Applied Analysis and Associate wmuharini@ub.ac.id
Kusumawinahyu, M.Si. Computational Science Professor
9 Dr. Drs. Noor Hidayat, Algebra Associate noorh@ub.ac.id
M.Si. Professor
10 Dra.Trisilowati, M.Sc., Applied Analysis and Associate trisilowati@ub.ac.id
Ph.D. Computational Science Professor
11 Ratno Bagus Edy Wibowo, Analysis Associate rbagus@ub.ac.id
S.Si., M.Si., Ph.D. Professor
12 Dr. Isnani Darti, S.Si, M.Si. Applied Analysis and Associate isnanidarti@ub.ac.id
Computational Science Professor
13 Dr. Suci Astutik, S.Si, M.Si. Bayesian Analysis, Associate suci_sp@ub.ac.id
Spatiotemporal Modeling Professor
14 Dr. Drs. M. Muslikh, MS. Analysis Associate mslk@ub.ac.id
Professor
15 Dr. Ir. Solimun, M.S. Structural Flexibility Associate solimun@ub.ac.id
Acceptance Model (SFAM), Professor
Statistical Management
Modeling
16 Dr. Drs. Abdul Rouf Algebra Assistant abdul_rouf@ub.ac.id
Alghofari, M.Sc. Professor
17 Rahma Fitriani, S.Si, M.Sc., Spatial Econometrics Assistant rahmafitriani@ub.ac.id
Ph.D. Professor
18 Syaiful Anam, S.Si., M.T., Applied Analysis and Assistant syaiful@ub.ac.id
Ph.D. Computational Science Professor
19 Nur Shofianah, S.Si., M.Si., Applied Analysis and Lecturer nur_shofianah@ub.ac.id
Ph.D. Computational Science
20 Corina Karim, S.Si., M.Sc., Analysis Assistant co_mathub@ub.ac.id
Ph.D. Professor
21 Mila Kurniawaty, S.Si, Industrial and Financial Lecturer mila_n12@ub.ac.id
M.Si, Ph.D. Mathematics

262
22 Ummu Habibah, S.Si.,M.Si, Applied Analysis and Lecturer ummu_habibah@ub.ac.id
Ph.D. Computational Science
23 Dr. Ir. Atiek Iriany, M.S. Spatiotemporal Models Assistant atiek@ub.ac.id
Professor
24 Dr. Dra. Umu Sa’adah, Statistics Assistant u.saadah@ub.ac.id
M.Si. Professor
25 Achmad Efendi, S.Si., Mixed Models, Simulations, Assistant a_efendi@ub.ac.id
M.Sc., Ph.D. Statistical Modeling Professor
26 Dr.Dra. Ani Budi Astuti, Bayesian Statistics Associate ani_budi@ub.ac.id
M.Si Modeling Professor
27 Dr. Adji Achmad Rinaldo Flexible Modeling Assistant fernandes@ub.ac.id
Fernandes, S.Si., M.Sc. (Parametric and Semi- Professor
Parametric Regression)
28 Nurjannah, S.Si., M.Phil., Econometrics, Financial Assistant nj_anna@ub.ac.id
Ph.D. Management Professor
29. Dr. Eni Sumarminingsih, Space-Time Modeling Assistant eni_stat@ub.ac.id
S.Si., M.M Professor

263
Table of Course Equivalents between the 2016 Curriculum and the 2020 Curriculum
2016 CURRICULUM 2020 CURRICULUM
REMARKS
A. REQUIRED PROGRAM COURSES A. REQUIRED PROGRAM COURSES
MAM90000 Qualification Examination* 0 MAM90010 Qualification Examination* 0
MAM90001 Philosophy of Knowledge and Research Methods 3 Becomes 2 MAM90011 Philosophy of Knowledge 2
courses MAM90012 Research Methods and Writing Mathematical 3
Scientific Works
Required Program Courses Total 3 Required Program Courses Total 5

B. DISSERTATION-SUPPORTING COURSES (AT LEAST 9 CREDITS)** B. DISSERTATION-SUPPORTING COURSES (AT LEAST 9 CREDITS)**
MAM90XXX Dissertation-Supporting Course 1 3 MAM90XXX Dissertation-Supporting Course 1 3
MAM90XXX Dissertation-Supporting Course 2 3 MAM90XXX Dissertation-Supporting Course 2 3
MAM90XXX Dissertation-Supporting Course 3 3 MAM90XXX Dissertation-Supporting Course 3 3
Dissertation-Supporting Courses Total (minimum) 9 Dissertation-Supporting Courses Total (minimum) 9

C. DISSERTATION COURSES (REQUIRED) C. DISSERTATION COURSES (REQUIRED)

MAM90002 Credits 4
Dissertation Proposal 5 MAM90013 Dissertation Proposal
decreased
Becomes 3 Dissertation Research Execution and Writing I 3
MAM90003 Dissertation Research Execution and Writing 8 MAM90014
courses
Dissertation Research Execution and Writing II 3
MAM90004 International Scientific Seminar 3 MAM90015
Name Dissertation Research Execution and Writing i III 3
MAM90005 Scientific Publication 5 MAM90016
changed
MAM90006 Dissertation Appropriateness Examination 3 MAM90017 International Scientific Seminar 3
MAM90007 Dissertation Research Results Seminar 3 MAM90018 International Publication 5
MAM90008 Dissertation Final Examination 5 MAM90019 Dissertation Research Results Seminar 3
MAM90020 Dissertation Appropriateness Examination 3
MAM90021 Dissertation Final Examination 3
Dissertation Courses Total (Required) 32 Dissertation Courses Total (Required) 30
Minimum Credits Total for the Study Program 44 Minimum Credits Total for the Study Program 44
264
Table of Dissertation-Supporting Course Equivalents between the 2016 Curriculum and the 2020 Curriculum
2016 Curriculum REMARKS 2020 Curriculum
Physical Merged with Physical
Mathematics MAM90101 Finite Element Method 3 MAM90102 and Mathematics
Numerical Methods for
name changed MAM90111 3
PDEs
Merged with
MAM90102 Finite Volume Method 3
MAM90101
Name changed
MAM90103 Fluid Dynamics 3 MAM90112 Fluid Dynamic Modeling 3

MAM90104 Applied Analysis Methods 3 MAM90113 Applied Analysis Methods 3

Mathematical Methods for Mathematical Methods for
MAM90105 Electromagnetic and Optical 3 MAM90114 Electromagnetic and Optical 3
Waves Waves
Selected Topics in Physical Name changed Advanced Topics in Physical
MAM90121 3 MAM90122 3
Mathematics Mathematics
Biological Numerical and Computational Biological Numerical and
MAM90201 3 MAM90211 3
Mathematics Methods Mathematics Computational Methods
Name changed
MAM90202 Population Dynamics 3 MAM90212 Dynamic Models in Biology 3
Continuous Dynamic
MAM90203 Continuous Dynamic Systems 3 MAM90213 3
Systems
MAM90204 Discrete Dynamic Systems 3 MAM90214 Discrete Dynamic Systems 3
Name changed Advanced Topics in
MAM90205 Parameter Estimation 3 MAM90215 3
Parameter Estimation
MAM90206 Optimal Control Theory 3 MAM90216 Optimal Control Theory 3
Selected Topics in Biological Name changed Advanced Topics in
MAM90221 3 MAM90222 3
Mathematics Biological Mathematics
Differential Equations
MAM90217 (Theory and Numerical 3
Methods)
265
Statistics and MAM90301 Stochastic Processes 3 Name changed Statistics and MAM90311 Stochastic Analysis 3
Optimization Optimization
Name changed Topics in Operations
MAM90302 Operations Research 3 MAM90312 3
Research
MAM90303 Optimization Techniques 3 MAM90313 Optimization Techniques 3

MAM90304 Spatial Statistics 3 MAM90314 Spatial Statistics 3

MAM90305 Bayesian Method 3 MAM90315 Bayesian Method 3

MAM90306 Econometrics 3 MAM90316 Econometrics 3

MAM90307 Biostatistics 3 MAM90317 Biostatistics 3

MAM90308 Statistical Modeling 3 MAM90318 Statistical Modeling 3

Selected Topics in Statistics Name changed Advanced Topics in
MAM90321 3 MAM90322 3
and Optimization Statistics and Optimization
Analysis Name changed Analysis Advanced Functional
MAM90401 Functional Analysis 3 MAM90411 3
Analysis
MAM90402 Tensor Analysis 3 MAM90412 Tensor Analysis 3

MAM90403 Fourier Analysis 3 MAM90413 Fourier Analysis 3

MAM90404 Operator Theory 3 MAM90414 Operator Theory 3

MAM90405 Sobolev Space 3 MAM90415 Sobolev Space 3

MAM90406 Complex Analysis 3 MAM90416 Complex Analysis 3

MAM90421 Selected Topics in Analysis 3 Name changed MAM90422 Advanced Topics in Analysis 3
Computation MAM90501 Artificial Neural Networks 3 Computation MAM90511 Artificial Neural Networks 3
Science Science
MAM90502 Digital Image Processing 3 MAM90512 Digital Image Processing 3

266
 MAM90503 Data Mining 3 MAM90513 Data Mining 3

MAM90504 Fuzzy Systems 3 MAM90514 Fuzzy Systems 3

MAM90505 Optimization Techniques 3 MAM90313 Optimization Techniques 3

Heuristic Optimization MAM90515 Heuristic Optimization 3

MAM90506 3
Techniques Techniques
Differential Equations
Differential Equations (Theory
MAM90507 3 MAM90217 (Theory and Numerical 3
and Numerical Methods)
Methods)
Selected Topics in Name changed Advanced Topics in
MAM90521 3 MAM90522 3
Computation Science Computation Science
MAM90508 Selected Topics 3 Removed

Algebra and MAM90601 Abstract Algebra 3 Name changed Algebra and MAM90605 Algebra 3
Combinatorics MAM90602 Graph Theory 3 Name changed Combinatorics MAM90606 Advanced Graph Theory 3
MAM90621 Selected Topics in Algebra 3 Name changed MAM90622 Advanced Topics in Algebra 3
MAM90603 Graph Labeling 3 Removed

MAM90604 Module Theory 3 Removed

NOTES:
1. The 2020 Curriculum applies for students starting from the 2020/2021 cohort
➔ Total MINIMUM Credits = 44 Credits
2. Students of the 2019/2020 cohort (odd/even semester), utilize a transition curriculum: the first year follows the 2016 curriculum (3 Dissertation-Supporting
Courses + Philosophy of Knowledge and Research Methods); Dissertation Courses follow the 2020 Curriculum (30 Credits) ➔ Total MINIMUM Credits = 42 Credits
3. Students before the 2019/2020 cohort who have not passed the Proposal Examination:
➔ Utilize a transition curriculum as with students of the 2019/2020 cohort
➔ Dissertation Proposal uses the new code
4. Students other than of points 1-3 above still utilize the 2016 curriculum ➔ Total MINIMUM Credits = 44 Credits

267
 LIST OF NAMES
AND E-MAIL ADDRESSES OF LECTURERS
AND EDUCATIONAL STAFF OF THE
FACULTY OF MATHEMATICS AND NATURAL SCIENCES

268
 LIST OF NAMES AND E-MAIL ADDRESSES
OF ADMINISTRATION STAFF
FACULTY OF MATHEMATICS AND NATURAL SCIENCES, BRAWIJAYA UNIVERSITY
Jarot Sunarto, S.Sos.
NIP. 19641107 198603 1 002
Chief of Administration
 jarot_narto@ub.ac.id
Surakhman, S.A.P., M.M.
NIP. 19690419 199501 1 001
Manager of Educational Programs
 surakhman@ub.ac.id
 surakhman@gmail.com
LIST OF NAMES AND E-MAIL ADDRESSES
OF EDUCATIONAL STAFF
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
Ahmad Dardiri, S.E.
NIP. 19700306 200112 1 003
Executive Archivist
 a_dardiri_mipa@ub.ac.id
Awal Budi Nurcahyono, A.Md.
NIP. 19740211 200501 1 001
Senior Executive Employee
Analyst
 awalbudi@ub.ac.id
269
Arnawati, S.P., M.M.
NIP. 19630510 198412 2 001
Chief of the Academic Sub-Division
 arnadi_bio@ub.ac.id
 arna1963@yahoo.com
Tri Wahyu Basuki, S.E.
NIP. 19760202 200112 1 002
Educational Data Processor
 trois_fmipa@yahoo.com
 trois_fmipa@ub.ac.id
Rustika Adiningrum, S.E., M.M.
NIP. 19751102 200112 2 002
Report Composer and Financial
Manager
 rustika_adi@ub.ac.id
 rustika_adin@yahoo.co.id
Muslikah, S.E.
NIP. 19720913 200604 2 004
Educational Data Processor
 muslikah_72@ub.ac.id
 muslikah_1972@yahoo.co.id
Trisnawati Faronika, A.Md.
NIP. 19820113 200604 2 001
Educational Data Processor
 trisna@ub.ac.id
 trisna.vro@gmail.com
Sunarti
NIP. 19651118 200701 2 001
Financial Administrator
 sunarti_mipa@ub.ac.id
Trivira Meirany, S.I.Kom.
NIP. 19690905 200701 2 001
Composer of Informational and
Publication Materials
 vira_prayoga@ub.ac.id
Agung Kurniawan
NIP. 19730802 200701 1 002
State-Owned Assets Administrator
 mas_andung@ub.ac.id
Yogie Meru Kusuma, S.Kom.
NIP. 19810915 200810 1 001
Academic Administrator
 yogie@ub.ac.id
 yogiemk@yahoo.com
270
Ngadiyono
NIP. 19650101 200701 1 004
Educational Facilities Manager
 ngadiyono@ub.ac.id
Widodo Riyono
NIP. 19670130 200701 1 001
Junior Executive Employee Analyst
 widodoriyono@ub.ac.id
 widodoriyono@yahoo.co.id
Fransiscus Adi Purwanto
NIP. 19720414 200701 1 004
Processor of Student and Alumni Data
 adi_p@ub.ac.id
Widjianto, S.E.
NIP. 19770326 200810 1 001
General Administrator
 whygie@ub.ac.id
Hari Santoso, S.E.
NIP. 19790327 200910 1 001
Education Program Manager
 hsantoso75@ub.ac.id
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
FACULTY OF MATHEMATICS AND NATURAL SCIENCES, BRAWIJAYA UNIVERSITY
Prof. Drs. Sutiman Bambang
Sumitro, S.U., D.Sc.
NIP. 19540311 198002 1 002
 sutiman@ub.ac.id
Cellular Biology and Nanobiology
Dr. Bagyo Yanuwiadi
NIP. 19600118 198601 1 001
 yanuwiadi@ub.ac.id
Biological Controls
Prof. Dr.Ir. Estri Laras
Arumingtyas, M.Sc.St.
NIP. 19630818 198802 2 001
 laras@ub.ac.id
 larasbio@gmail.com
Plant Molecular Genetics
Dr. Serafinah Indriyani, M.Si.
NIP. 19630909 198802 2 001
 s.indriyani@ub.ac.id
 indriyani.serafinah04@gmail.com
Plant Structure and Development
Prof. Dra. Fatchiyah, M.Kes.,
Ph.D.
NIP. 19631127 198903 2 001
 fatchiya@ub.ac.id
 fatchiya@yahoo.co.id
Molecular Genetics and
Nutrigenomics
273
Dr. Jati Batoro, M.Si.
NIP. 19570425 198601 1 001
 j_batoro@ub.ac.id
 jati_batoro@yahoo.co.id
Ethnobiology
Dr. Sri Rahayu, M.Kes.
NIP. 19620528 198701 2 001
 srahayu@ub.ac.id
Animal Reproduction Biology
Dr. Suharjono, M.S.
NIP. 19630223 198802 1 001
 calistus@ub.ac.id
Environmental Microbiology
Dr. Wahyu Widoretno, M.Si.
NIP. 19630414 198903 2 001
 widoretno@ub.ac.id
 wahyu_widoretno@yahoo.com
Plant Tissue Culture and Physiology
Dr. Endang Arisoesilaningsih,
M.S.
NIP. 19590908 198903 2 001
 e-arisoe@ub.ac.id
 earisoe@gmail.com
Ecology, Biodiversity Conservation
Drs. Aris Soewondo, M.Si.
NIP. 19641122 199002 1 001
 soewondo@ub.ac.id
 arisswnd@gmail.com
Animal Structure and
Development
Dra. Nunung Harijati, M.S.,
Ph.D.
NIP. 19611105 199002 2 001
 harijati@ub.ac.id
Plant Physiology
Dr. Sri Widyarti, M.Si.
NIP. 19670525 199103 2 001
 swid@ub.ac.id
Cellular Biology
Dr. Agung Pramana Warih
Marhendra, M.Si.
NIP. 19650616 199111 1 001
 agung_pramana@ub.ac.id
junstone21@yahoo.com
Animal Reproduction Biology
Drs. Sofy Permana, M.Sc.,
D.Sc.
NIP. 19680930 199402 1 003
 sofy_bio@ub.ac.id
Molecular Biophysics
274
Ir. Retno Mastuti, M.Agr.Sc.,
D.Agr.Sc.
NIP. 19650509 199002 2 001
 mastuti7@ub.ac.id
 rmastuti@yahoo.com
Plant Tissue Culture
Dr. Catur Retnaningdyah, M.Si.
NIP. 19680103 199103 2 002
catur@ub.ac.id
 ririsyifa_catur@yahoo.com
Waterway Ecosystem
Dra. Tri Ardyati, M.Agr., Ph.D.
NIP. 19671213 199103 2 001
 triardy@ub.ac.id
Applied Microbiology
Dr. Aminatun Munawarti,
M.Si.
NIP. 19660808 199203 2 003
 aminatun@ub.ac.id
 aminatun_m@yahoo.co.id
Plant Biotechnology
Prof. Dr. Ir. Moch. Sasmito
Djati, M.S.
NIP. 19610304 199103 1 001
 msdjati@ub.ac.id
 msdjati@yahoo.co.id
Embryo Manipulation
Rodiyati Azrianingsih, S.Si.,
M.Sc., Ph.D.
NIP. 19700128 199412 2 001
 rodiyati@ub.ac.id
Plant Systematics
Prof. Muhaimin Rifa`i, S.Si.,
Ph.D.Med.Sc.
NIP. 19680626 199702 1 001
 rifa123@ub.ac.id
 rifaulinnuha@hotmail.com
Immunology
Prof. Widodo, S.Si., M.Si.,
Ph.D.Med.Sc.
NIP. 19730811 200003 1 002
 widodo@ub.ac.id
 dodot134@gmail.com
Cancer Biology & Aging
Brian Rahardi, S.Si., M.Sc.
NIP. 19790627 200212 1 003
 brian_rhardi@ub.ac.id
 brian_rhardi@yahoo.co.id
Plant Computation
[ADVANCED STUDIES]
Dian Siswanto, S.Si., M.Si.,
M.Sc., Ph.D.
NIP. 19770320 200501 1 002
 diansiswanto@ub.ac.id
 dian_siswanto@yahoo.com
Plant Physiology
275
Zulfaidah Penata Gama, S.Si.,
M.Si., Ph.D.
NIP. 19720201 199702 2 001
 gama@ub.ac.id
 zulfaidah@yahoo.com
Entomology and Biological Controls
Prof. Luchman Hakim, S.Si.,
M.Agr.Sc., Ph.D.
NIP. 19710808 199802 1 001
 luchman@ub.ac.id
 lufehakim@yahoo.com
Conservation Area Management
Prof. Amin Setyo Leksono,
S.Si., M.Si., Ph.D.
NIP. 19721117 200012 1 001
 amin28@ub.ac.id
 leksono72@yahoo.com
Entomology & Ecology
Nia Kurniawan, S.Si., M.P.,
D.Sc.
NIP. 19781025 200312 1 002
 wawan@ub.ac.id
 wawanunibraw@yahoo.com
Vertebrate Taxonomy
Muhamad Imam, S.Si.,M.Si
NIP. 19790708 200312 1 002
 imam@ub.ac.id
 muhamadimam.ar@gmail.com
Yoga Dwi Jatmiko, S.Si.,
M.App.Sc., Ph.D.
NIP. 19810510 200501 1 002
 jatmiko_yd@ub.ac.id
 yjatmiko@yahoo.com
Food Microbiology
Eko Suyanto, S.Si., M.Sc.
NIP. 19860131 201803 1 001
 esuyanto31@ub.ac.id
Genetics
Viky Vidayanti, S.Si., M.Si.
NIP. 19900709 201903 2 022
 viky.vidayanti@ub.ac.id
276
Irfan Mustafa, S.Si., M.Si.,
Ph.D.
NIP. 19781231 200801 1 021
 irfan@ub.ac.id
 irmuss@yahoo.com
Environmental Microbiology
Mufidah Afiyanti, S.P., Ph.D.
NIP. 19860417 201903 2 007
 m.afiyanti@ub.ac.id
 LIST OF NAMES AND E-MAIL ADDRESSES
OF EDUCATIONAL STAFF
DEPARTMENT OF BIOLOGY
Dwi Hermanto, S.E., M.M.
NIP. 19810917 200604 1 002
Academic Data Processor
 dwi_hermanto@ub.ac.id
 dwihermanto2002
@gmail.com
Setiyawati, S.Si.
NIP. 19730925 200112 2 001
Executive Education Laboratory
Manager
 watibiofkm@ub.ac.id
 waifkm@yahoo.com
Eka Ernawati
NIP. 19770824 200701 2 002
Academic Administrator
 ekabio77@ub.ac.id
Harmaji
NIP. 19690404 200701 1 001
Education Laboratory Manager
 harmaji@ub.ac.id
Ismail Marjuki
NIP. 19691115 200910 1 002
Office Manager
 jukibio@ub.ac.id
277
Ahmad Arifin
NIP. 19650903 198603 1 002
Executive Education Laboratory
Manager
 maspiping_takso@ub.ac.id
Sugiono
NIP. 19750908 200701 1 002
Education Laboratory Manager
 wildan.pay@ub.ac.id
Kusnu
NIP. 19670629 200701 1 001
Education Laboratory Manager
 kusnubiodas@ub.ac.id
 kusnu@yahoo.com
Dra. Nanik Dwi Rahayu
NIP. 19651115 200701 2 001
Education Laboratory Manager
 nanik_bio@ub.ac.id
 nanik_mikro@ub.ac.id
Purnomo, S.Si., M.Si.
 purnomo_bio@ub.ac.id
Husnin Kholidah, S.Kom.


278
 LIST OF NAMES AND E-MAIL ADDRESSES OF PERMANENT LECTURERS
DEPARTMENT OF CHEMISTRY
FACULTY OF MATHEMATICS AND NATURAL SCIENCES, BRAWIJAYA UNIVERSITY
Prof. Dr. Ir. Chanif Mahdi, M.S.
NIP. 19520412 198002 1001
 chanif@ub.ac.id
 chanifmahdi@gmail.com
Biochemistry
Prof. Dr. Warsito, M.S.
NIP. 19590712 198503 1 004
 warsitoub@ub.ac.id
 warsitoub88@yahoo.com
 warsitokimia@gmail.com
Organic Chemistry
Drs. Mohammad Misbah
Khunur, M.Si.
NIP. 19581101 198603 1 003
 misbah_kimia@ub.ac.id
 mmisbahkhunur@yahoo.com
Inorganic Chemistry
Dr. Rurini Retnowati, M.Si.
NIP. 19601209 198802 2 001
 rretnowati@ub.ac.id
 rurini_retnowati@yahoo.com
Organic Chemistry
Dra. Hermin Sulistyarti, Ph.D.
NIP. 19640529 198802 2 001
 hermin@ub.ac.id
 sulistyarti@yahoo.com
Analytical Chemistry
279
Dr. Ir. Adam Wiryawan, M.S.
NIP. 19580621 198403 1 004
 adammipa@ub.ac.id
Analytical Chemistry
Dr. Ir. Uswatun Hasanah, M.Si.
NIP. 19551025 198603 2 002
 uswahas@ub.ac.id
 uswahas55@gmail.com
Physical Chemistry
Dr. Sasangka Prasetyawan, M.S.
NIP. 19630404 198701 1 001
 sasangka@ub.ac.id
 sasangka463@yahoo.com
Biochemistry
Prof. Dr. Aulanni’am, drh.,DES
NIP. 19600903 198802 2 001
 aulani@ub.ac.id
 aulanibiochem@yahoo.com
Biochemical Science
Drs. Budi Kamulyan, M.Sc.
NIP. 19630619 199002 1 001
 b_kamul@ub.ac.id
 budi1906@gmail.com
Physical Chemistry
Drs. Suratmo, M.Sc.
NIP. 19630706 199002 1 002
 ratmo_r@ub.ac.id
 suratmoub@gmail.com
Organic Chemistry
Dr. Diah Mardiana, M.S.
NIP. 19630529 199103 2 002
 mdiah@ub.ac.id
Physical Chemistry
Dra. Sri Wardhani, M.Si.
NIP. 19680226 199203 2 001
 wardhani@ub.ac.id
Inorganic Chemistry
Drs. Danar Purwonugroho,
M.Si.
NIP. 19600610 199203 1 002
 danar@ub.ac.id
Inorganic Chemistry
Siti Mutrofin, S.Si., M.Sc.
NIP. 19700917 199403 2 002
 mutrofin@ub.ac.id
Inorganic Chemistry
280
Drs. Sutrisno, M.Si.
NIP. 19620318 199002 1 001
 tris_mc@ub.ac.id
Biochemistry
Dr. Ani Mulyasuryani, M.S.
NIP. 19630628 199103 2 001
 mulyasuryani@ub.ac.id
Analytical Chemistry
Dra. Anna Roosdiana,
M.App.Sc.
NIP. 19580711 199203 2 002
 aroos@ub.ac.id
 annaroosdiana53@gmail.com
Biochemistry
Dr. Dra. Tutik Setianingsih,
M.Si.
NIP. 19691222 199402 2 001
 tutik_setia@ub.ac.id
 tutikchem@gmail.com
Inorganic Chemistry
Dr. Ulfa Andayani, S.Si., M.Si.
NIP. 19700929 199412 2 001
 ulfasuryadi@ub.ac.id
 ulfa_suryadi@yahoo.co.id
Analytical Chemistry
Darjito, S.Si., M.Si.
NIP. 19700708 199503 1 001
 darjito@ub.ac.id
 darjito_chem@ub.ac.id
 darjito@gmail.com
Inorganic Chemistry
Moh. Farid Rahman, S.Si.,
M.Si.
NIP. 19700720 199702 1 001
 m_farid@ub.ac.id
 mfaridrhm@gmail.com
Organic Chemistry
Barlah Rumhayati, S.Si., M.Si.,
Ph.D.
NIP. 19740429 200003 2 001
 rumhayati_barlah@ub.ac.id
 rumhayati@yahoo.com
Analytical Chemistry
Masruri, S.Si., M.Si., Ph.D.
NIP. 19731020 200212 1 001
 masruri@ub.ac.id
Organic Chemistry
Qonitah Fardiyah, S.Si., M.Si.
NIP. 19770705 200312 2 001
 fardiyah@ub.ac.id
Analytical Chemistry
[ADVANCED STUDIES]
281
Dr. Elvina Dhiaul Iftitah, S.Si.,
M.Si.
NIP. 19720419 199702 2 001
 vin_iftitah@ub.ac.id
 vin_iftitah@yahoo.com
Organic Chemistry
Akhmad Sabarudin, S.Si., M.Sc.,
Dr.Sc.
NIP. 19740418 199702 1 001
 sabarjpn@ub.ac.id
Analytical Chemistry
Dr.rer.nat Rachmat Triandi
Tjahjanto, S.Si., M.Si.
NIP. 19720717 200003 1 002
 rachmat_t@ub.ac.id
 r.triandi@gmail.com
Organic Chemistry
Dr. Arie Srihardyastutie, S.Si.,
M.Kes.
NIP. 19720326 200212 2 001
 arie_s@ub.ac.id
 ariekend@yahoo.com
Biochemistry
Lukman Hakim, S.Si., M.Sc.,
Dr.Sc.
NIP. 19820412 200312 1 002
 lukman.chemist@ub.ac.id
 lukman.chemist@gmail.com
Computational Physical Chemistry
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
 LIST OF NAMES AND E-MAIL ADDRESSES
OF EDUCATIONAL STAFF
DEPARTMENT OF CHEMISTRY
Darwin
NIP. 19641231 198503 1 028
Senior Executive Education
Laboratory Manager
 darwin@ub.ac.id
Maryono
NIP. 19660509 199501 1 001
Senior Executive Education
Laboratory Manager
 maryono@ub.ac.id
Nur Yusrina
NIP. 19730518 199512 2 001
Senior Executive Education
Laboratory Manager
 nur_yus@ub.ac.id
Bambang Arianto, S.Si.
NIP. 19771003 200112 1 002
Senior Executive Education
Laboratory Manager
 bambang_chem@ub.ac.id
Hartoyo
NIP. 19760706 200701 1 003
Academic Administrator
 toyyo@ub.ac.id
283
Aprial Jastirbah
NIP. 19630418 198603 1 003
Senior Executive Education
Laboratory Manager
 aprial_jas@ub.ac.id
Widji Sulistijo
NIP. 19710413 199512 1 002
Senior Executive Education
Laboratory Manager
 widjisulistijo@ub.ac.id
Wasino
NIP. 19680327 198903 1 001
Office Manager
 wasino@ub.ac.id
Soerjani Widyastuti, S.Kom.
NIP. 19701225 200112 2 001
Executive Education Laboratory
Manager
 soerjani_chem@ub.ac.id
Hadi Kurniawan, A.Md.
NIP. 19831120 200501 1 001
Executive Education Laboratory
Manager
 hadi_chem2001@ub.ac.id
 hadi_chem2001@yahoo.com
Ernawati Sukardi, S.I.Kom.
NIP. 19750507 200701 2 030
Education Program Manager
 ernawati_s@ub.ac.id
 erna_nanik@yahoo.com
284
Didik Siswanto
NIP. 19790416 200701 1 001
Office Manager
 didik_chem@ub.ac.id
 LIST OF NAMES AND E-MAIL ADDRESSES OF PERMANENT LECTURERS
DEPARTMENT OF PHYSICS
FACULTY OF MATHEMATICS AND NATURAL SCIENCES, BRAWIJAYA UNIVERSITY
Dr. Ir. Wiyono, M.Si.
NIP. 19580210 198303 1 001
 wiyonogeofis@ub.ac.id
Geophysics
Dr. Heru Harsono, M.Si. Dra.
NIP. 19600716 198503 1 005
 heru_har@ub.ac.id
 heru_har@yahoo.com
Condensed Matter Physics
Drs. Alamsyah Mohammad
Juwono, M.Sc., Ph.D.
NIP. 19600421 198802 1 001
 m_juwono@ub.ac.id
Astrophysics
Ir. Dionysius Joseph Djoko
Herry Santjojo, M.Phil., Ph.D.
NIP. 19660131 199002 1 001
 d_santjojo@ub.ac.id
Material Physics
Prof. Dr.-Ing. Setyawan
Purnomo Sakti, M.Eng.
NIP. 19650825 199002 1 001
 setyawansakti@yahoo.com
Instrumentation & Sensors
285
Drs. Wasis, M.A.B.
NIP. 19551109 198403 1 001
 wasis55@ub.ac.id
Geophysics
Lailatin Nuriyah, M.Si.
NIP. 19560617 198602 2 001
 lailaitin@ub.ac.id
Material Physics
Prof. Drs. Arinto Yudi Ponco
Wardoyo, M.Sc., Ph.D.
NIP. 19640702 198903 1 001
 a.wardoyo@ub.ac.id
Instrumentation & Environmental
Measurement
Dr. Unggul Pundjung Juswono,
M.Sc.
NIP. 19650111 199002 1 002
 unggul-pj@ub.ac.id
Biophysics and Medical Physics
Drs. Johan Andoyo Effendi
Noor, M.Sc., Ph.D.
NIP. 19650325 199002 1 004
 jnoor@ub.ac.id
Medical Physics
Prof. Dr. rer.nat. Muhammad
Nurhuda
NIP. 19640910 199002 1 001
 mnurhuda@ub.ac.id
Computational Physics
Dr. Sugeng Rianto, M.Sc.
NIP. 19690930 199402 1 001
 priantos@ub.ac.id
Visualization & Physical Modeling
Achmad Hidayat, S.Si., M.Si.
NIP. 19681210 199403 1 017
 achidayat@ub.ac.id
Biophysics
Drs. Hari Arief Dharmawan,
M.Eng., Ph.D.
NIP. 19690920 199412 1 001
 hari_arief@ub.ac.id
Electronics & Instrumentation
Dr. Sunaryo, S.Si., M.Si.
NIP. 19671228 199412 1 001
 sunaryo@ub.ac.id
Integrated Geophysics
286
Prof. Drs. Adi Susilo, M.Si.,
Ph.D.
NIP. 19631227 199103 1 002
 susilo.adi642@gmail.com
Geophysics Exploration and Disaster
Mitigation
Prof. Dr. Eng. Didik Rahadi
Santoso, M.Si.
NIP. 19690610 199402 1 001
 dieks@ub.ac.id
Instrumentation
Drs. Ach. Agus Dardiri, M.Si.
NIP. 19660822 199403 1 001
 gusdar@ub.ac.id
Material Physics
[ADVANCED STUDIES]
Dr.rer.nat. Abdurrouf, S.Si.,
M.Si.
NIP. 19720903 199412 1 001
 abdurrouf@ub.ac.id
Theoretical & Computational Physics
Drs. Didik Yudianto, M.Si.
NIP. 19690425 199412 1 001
 didik_y@ub.ac.id
Remote Sensing
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
 LIST OF NAMES AND E-MAIL ADDRESSES
OF EDUCATIONAL STAFF
DEPARTMENT OF PHYSICS
Purnomo
NIP. 19661212 199303 1 001
Senior Executive Education
Laboratory Manager
 purnomo1966@ub.ac.id
 purnomo1966@yahoo.com
Robby Asmara Indrajid
NIP. 19651209 199702 1 001
Executive Education Laboratory
Manager
 robby_asmara@ub.ac.id
 robby@yahoo.com
Sunariyadi
NIP. 19661004 200701 1 002
Education Laboratory Manager
 sunar_ub@ub.ac.id
 taiboen66@yahoo.com
Puji Santoso
NIP. 19751031 200910 1 001
Education Laboratory Manager
 keceng_chayoo@yahoo.com
289
Sahri
NIP. 19690930 199403 1 001
Executive Archivist
 sahri_fis@ub.ac.id
 sahri_s@ymail.com
Murti Wahyu Adi Widodo
NIP. 19720915 199512 1 001
Senior Executive Education
Laboratory Manager
 murti_wah@ub.ac.id
Susilo Purwanto
NIP. 19700214 200701 1 001
Academic Administration
 susilopurwanto@ub.ac.id
 susilopurwanto14@yahoo.co.id
Deni Agus Darmawan
General Affairs & Domestic Affairs of
Physics
Perum Villa Bukit Tidar
 deni_fis@ub.ac.id
 LIST OF NAMES AND E-MAIL ADDRESSES OF PERMANENT LECTURERS
DEPARTMENT OF MATHEMATICS
FACULTY OF MATHEMATICS AND NATURAL SCIENCES, BRAWIJAYA UNIVERSITY

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.
NIP. 19590515 199203 1 002
 bamsugan@ub.ac.id
Algebra
Dr. Wuryansari Muharini
Kusumawinahyu, M.Si.
NIP. 19660728 199303 2 001
 wmuharini@ub.ac.id
 wmuharini@yahoo.com
Applied Mathematics
Kwardiniya Andawaningtyas,
S.Si., M.Si.
NIP. 19700622 199802 2 001
 dina_math@ub.ac.id
 akwardiniya@yahoo.com
Operations Research, Probability,
and Stochastic Processes
Dr. Umu Sa`adah, M.Si.
NIP. 19680725 200212 2 001
 u.saadah@ub.ac.id
Actuary Science
Syaiful Anam, S.Si., MT., Ph.D.
NIP. 19780115 200212 1 003
 syaiful@ub.ac.id
 syaifulanam2000@yahoo.com
Industrial and Financial
Mathematics
291
Drs. Abdul Rouf Alghofari,
M.Sc., Ph.D.
NIP. 19670907 199203 1 001
 abdul_rouf@ub.ac.id
 alghofari@yahoo.com
Algebraic Analysis
Prof. Dr. Agus Suryanto, M.Sc.
NIP. 19690807 199412 1 001
suryanto@ub.ac.id
 agussuryanto@yahoo.com
Applied Analysis and Computation
Science
Ratno Bagus Edy Wibowo, S.Si.,
M.Si., Ph.D.
NIP. 19750908 200003 1 003
 rbagus@ub.ac.id
 ratnobagus@gmail.com
Modeling Analysis
Dr. Isnani Darti, S.Si., M.Si.
NIP. 19731216 200212 2 001
 isnanidarti@ub.ac.id
 fiaradithkoe@yahoo.com
Modeling and Simulation
Industrial and Financial
Mathematics
Dr. Sa`adatul Fitri, S.Si., M.Sc.
NIP. 19800814 200501 2 004
 saadatulfitri@ub.ac.id
Analysis
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
Industrial and Financial
Mathematics

Dr. Darmadjid, S.Si., M.Si.

NIP. 19860411 201903 1 009
 darmajid@ub.ac.id

292
 LIST OF NAMES AND E-MAIL ADDRESSES
OF EDUCATIONAL STAFF
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
 LIST OF NAMES AND E-MAIL ADDRESSES OF PERMANENT LECTURERS
DEPARTMENT OF STATISTICS
FACULTY OF MATHEMATICS AND NATURAL SCIENCES, BRAWIJAYA UNIVERSITY

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
 LIST OF NAMES AND E-MAIL ADDRESSES
OF EDUCATIONAL STAFF
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