Professional Documents
Culture Documents
i
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.
Signed,
ii
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
iii
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
iv
CHAPTER XIII 229
DOCTORAL STUDY PROGRAM OF BIOLOGY
CHAPTER XV 248
DOCTORAL STUDY PROGRAM OF PHYSICS
v
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
vi
CHAPTER I
FACULTY OF MATHEMATICS AND NATURAL SCIENCES AT A GLANCE
1
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 -
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.
2
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
3
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
4
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
5
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
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
6
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.
7
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.
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.
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.
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.
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.
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.
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.
16
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.
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:
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.
20
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
Figure 3.1 Stages in the Process of Curriculum Composition (Modified from Source: Endrotomo,
Curriculum Team of DIKTI)
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.
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.
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.
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
24
Concept maps Coverage, relationships
Venn diagrams Relationships
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
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.
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?
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))
Establishment
Enhancement Execution
Enrichment Evaluation
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.
Implementation of
Tests, quizzes, assignments
Reports and others Learning
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.
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.
5-Year Costs
Study Program QA Task Force
Cycle Facilities & Infrastructure
Human Resources
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.
30
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.
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.
32
CHAPTER V
EXECUTION OF EDUCATION IN MASTER’S PROGRAMS
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.
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.
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
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.
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.
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).
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
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.
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.
42
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.
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.
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.
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.
46
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.
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.
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.
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.
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)
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.
51
CHAPTER VII
EDUCATION ADMINISTRATION
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.
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.
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 VIII
MASTER’S STUDY PROGRAM OF BIOLOGY
B. Introduction
The history of the Master’s Study Program of Biology of the Faculty of Mathematics and Natural Sciences of
Brawijaya University begins from the Master’s Study Program of Reproductive Biology, which had been organized since
1995. The formation of the study program was fundamentally the desire of the lecturer staff of the Department of
Biology of Brawijaya University together with staff from various faculties such as Animal Husbandry, Agriculture,
Medicine, and Fishery who wanted to optimize human resources further in the field of research in reproductive biology
and cellular-molecular biology. Thus, the Master’s Study Program of Reproductive Biology was established under the
Graduate Program of Brawijaya University. In addition to considerations of the merits and competence of the
possessed resources, the opening of the Study Program fundamentally also had the objective to respond to the needs
of society for experts of biology who are able to solve problems in society by prioritizing theories and applications of
biological technologies.
Academic activities of the study program were first conducted at the Department of Biology of the Faculty, yet
its management de jure was still as part of the Study Program of Plant Science of the Graduate Program of Brawijaya
University. With the issuance of Decree No. 362/DIKTI/Kep/1999 on the date of 26 July 1999, the Study Program of
Reproductive Biology stood by itself and its management was separated from the Study Program of Plant Science of
the Graduate Program of Brawijaya University. After the issuance of the Decree, the Study Program of Reproductive
Biology de jure became an independent study program. The first Chief of the Study Program was Dr. Bagyo Yanuwiadi
(1995-1998), followed by Ir. Sukoso, M.Sc. Ph.D. (1998-2003), then Dr. Moch. Sasmito Djati, M.S. (2003-2009), and Dra.
Tri Ardyati, M.Agr. (2009-2015), Ph.D. In 2015-2019, the Study Program was led by Nia Kurniawan, S.Si., M.P., D.Sc.,
and Prof. Amin Setyo Leksono, S.Si., M.Si., Ph.D. leads as of 2019-2023.
In the 2006/2007 academic year, the Rector of Brawijaya University created a policy on the management of
graduate programs in the environment of Brawijaya University by transferring the management of graduate study
programs (Master’s and Doctoral) to the faculties that are the key scientific fields of each graduate program. The intent
of this was among others for managerial efficiency as well as the demand of increased roles of the faculties in improving
academic development at the graduate level. Since the date of 1 September 2006, based on a Rector Decree, the
organization of the Study Program of Reproductive Biology was placed under the management of the Department of
Biology. With the transfer, the management of the Graduate Program of Reproductive Biology became an inseparable
part of the management and planning of the Department of Biology of the Faculty. The various competitive grant
programs related to the improvement of institutional capacity and roles that were attained by the Biology Department
through the TPSDP (2002-2006), IMHERE (2007-2011), and various other research grants, such as the Competitive
Research Grant, National Strategic Research Grant, and Graduate Research Grant that were attained by the teaching
staff, also affected the improvement of facilities and infrastructure as well as the research and publication capacity
and productivity of both the teaching staff and students. In 2013/2014, the Biology Department attained PHK B-2, and
in 2015, the Master’s Study Program of Biology attained the Competitive Grant Program for Improvement of
Accreditation Quality (PHK-PMA). These achievements have the impact of improving the efficiency and productivity as
well as the quality of students and graduates.
58
The increased number of lecturers with a doctoral degree in the Department of Biology, laboratory facilities
and infrastructure, and trends of global issues (global warming, biodiversity extinction, and so on) have caused study
topics at the Department of Biology of the Faculty to be promoted to the graduate level. In its development, the study
program developed itself as the Master’s Program of Reproductive Biology with three concentrations, which are
Reproductive Biology, Biotechnology, and Conservational Biology and Biological Resource Management. Next, in 2010,
with the development of studies in working groups and the opening of the Doctoral Study Program of Biology, the
Master’s Study Program of Biology possesses two concentrations for research topics, which are Bioconservation and
Bioengineering.
With leading standards for graduate education, it is expected that graduates of the Master’s Study Program of
Biology possess high competence in the field of modern biology and thus be able to work in various occupations such
as educators, advocates for society, bureaucrats, researchers for government institutions or industries, or independent
entrepreneurs in the fields of bioindustry, bioconservation, or biological resource management. These sectors are
affirmed to be sectors that are prospective and are very much necessary in increasing the competitiveness of the
nation.
Objectives
1) To result in Master of Biology graduates who are of high quality, believe in the One and Supreme God, and
possess an entrepreneurial spirit, and thus become professional workers who are able to compete at the
international level.
2) To develop science and technology based on the concept of modern biology that are contained in scientific
publications and are beneficial to aid society.
3) To conduct efforts to apply science and technology from research results through programs of community
service.
In line with the study program mission that has been explained above, below is an explanation of the targets of the
Master’s Study Program of Biology:
1) The creation of graduates who are able to work as professional scientists and present the results of their
research to society, as well as graduates who are accepted at leading higher education institutions to continue
their studies at a higher level (Doctoral Program).
2) The realization of capabilities of the community of scholars (civitas academica) who are independent,
autonomous, and self-directed for the research, analysis, and resolution of formulated problems.
3) The establishment of cooperation with society, industry, and the government to be able to resolve problems
of biology together.
59
D. Graduate Competences
The competence of General Skills of the Master’s Study Program of Biology are as stated in Chapter 3 of this book,
while the competence of Knowledge Mastery and Specific Skills are as the following:
a) To be able to develop knowledge related to biodiversity conservation, biotechnology, and bioengineering
and their professional practices through research, resulting in innovative and tested works.
b) To be able to solve problems related to biodiversity conservation, biotechnology, and bioengineering
through inter- or multi-disciplinary approaches.
c) To be able to manage research and development of Biology that is beneficial for society and the field of
knowledge and able to obtain national and international recognition.
E. Research Topics
Topics for research in the Master’s Study Program of Biology are developed based on the two existing concentrations,
which are Bioengineering and Bioconservation.
F. Curriculum
The education curriculum of the Master’s Study Program of Biology is designed for a study length of 4 semesters with
a maximum study length of 8 semesters. Based on the curriculum structure of the program, courses are grouped into
three groups, which are (1) basic supporting knowledge for development of biology and scientific research, (2)
strengthening of capabilities of demonstrating mastery in related fields, and (3) application of knowledge and skills in
resolving problems related to expertise. These three groups are applied for courses within or across fields of discipline.
Courses of basic knowledge are programmed in Semester 1 as required courses that are offered in the odd and even
semesters. Courses that are specific to knowledge mastery and professionalism of students are programmed starting
from Semesters 1 and 2, while the final assignment as the application of knowledge and skills in resolving related
problems are programmed in Semesters 3 and 4 (Figure 8.1). As such, students will obtain learning and education in a
systematic manner with a learning strategy composed of courses, practicum, structured assignments, discussions,
seminars, and the thesis.
Bioconservation Bioengineering
Sem.
BASIC SUPPORTING KNOWLEDGE FOR DEVELOPMENT OF BIOLOGY AND SCIENTIFIC 1-2
RESEARCH
60
The curriculum of the Program is divided into 4 semesters with a load of 36 credits, containing required program
courses (11 credits), elective courses (13 credits), and the thesis (12 credits) (Table 8.1). Courses are distributed
in semesters 1 and 2, with the thesis proposal in semester 2 and other thesis components (thesis research,
publication, and composition and final examination) in semesters 3 and 4. The list of required courses are
detailed in Table 8.2, and lists of elective courses are detailed in Table 8.3 for the Odd Semester and Table 8.4
for the Even Semester. The Master’s Study Program of Biology has two research topic concentrations, which
are Bioconservation and Bioengineering.
Table 8.1 Curriculum Structure of the Master’s Program of Biology
Course/Thesis Groups Credit Load
(a) Required Program Courses 11
(b) Elective Courses (minimum) 13
(c) Thesis 12
Total Credits (minimum) 36
61
Table 8.3 List of Elective Courses in the Odd Semester
Activity
No. Code Course (Credits) Prerequisites Total Credits
C P T
Bioconservation Concentration
62
Table 8.4 List of Elective Courses in the Even Semester
Activity
No. Code Course (Credits) Prerequisites Total Credits
C P T
BIDANG MINAT BIOKONSERVASI
1 MAB82251 Immunochemistry 2 0 2 -
2 MAB82250 Nutrigenomics and Nutrigenetics 2 0 2 MAB80003
3 MAB82253 Advanced Microscopy 2 1 3 -
16
4 MAB82255 Oncology 2 0 2 MAB80003
5 MAB82256 Herbal Medicine Research 2 0 2 -
Methods
NON BIDANG MINAT
G. Lecturers
63
No. Name of Teaching Staff E-Mail Address Field of Expertise
12 Serafinah Indriyani, Dra., M.Si., Dr. s.indriyani@ub.ac.id Plant Structure and Development
20 Amin Setyo Leksono, S.Si., M.Si., asl27@ub.ac.id Entomology and Insect Ecology
Ph.D., Prof.
64
No. Name of Teaching Staff E-Mail Address Field of Expertise
Objectives:
After taking this course, students are to be able to re-explain various dimensions of the philosophy of knowledge
in a contextual manner in biological research, and to design studies based on scientific epistemology.
Discussion Topics:
Dimensions of the philosophy of knowledge as the contextual ontological, epistemological, and axiological
dimensions, differences in schools of thought of truth, basic theories in biological development, modern and
post-modern biology, development of bioethics, and the application of the epistemology of knowledge through
scientific methodology. Basic framework of epistemological concepts of scientific thinking to compose
hypotheses, methods of hypothesis testing, validity of methodology, drawing conclusions and generalizations
from research results, publication of research results, and international publication in biological research.
Literature:
1. Day, R.A. 1998. How to Write & Publish a Scientific Paper. Oryx Press. Arizona.
2. Blum, D., M. Knudson and R.M. Henig. 2006. A Field Guide for Science Writers. Edisi Kedua. Oxford Univ.
Press. New York.
3. Day, R and B. Gastel. 2012. How to Write and Publish a Scientific Paper. Edisi Ketujuh. Cambridge Univ.
Press. UK..
4. Gustavii, B. 2008. How to Write and Illustrate a Scientific Paper. Edisi Kedua. Cambridge Univ. Press.
5. Pedoman Penulisan Tesis dan Disertasi. 1999. Program Pascasarjana. Universitas Brawijaya. Malang.
Objectives:
After taking this course, students are to be able to identify roles and problems of biodiversity, to conduct analysis
and evaluation of biodiversity quality with appropriate methods, and to compose recommendations for the
conservation of biodiversity.
65
Discussion Topics:
Introduction: scope, level, bioprospecting, and values of biodiversity, Biodiversity and the integrity/health of the
ecosystem: challenges toward biodiversity, impact of alien species toward the community and ecosystem, role
of key species, issues of hot spots. Assessment of biodiversity from genes to the biosphere: analysis of species
diversity of plants, aquatic organisms, invertebrates, and vertebrates. Applied biodiversity for sustainable
development: bioindicator, biomonitor, bioaccumulator, bioremediation, biotherapy, and others. Molecular and
evolutionary foundations of biodiversity. Measurement of genetic diversity analysis: approaches, techniques, and
analysis. Molecular ecology: GMO, gene flow. Measurement of ecosystem diversity: techniques, analysis, index
of biodiversity quality, and carbon sequestration ecological services.
Literature:
1. D. Hill, M. Fashaw, G. Tucker, M. Shewry & P. Shaw (Eds). 2007. Handbook of Biodiversity Methods. Survey,
Evaluation & Monitoring. Cambridge University Press. Cambridge.
Objectives:
After taking this course, students are to be able to explain the processes of molecular biology in the system of
life.
Discussion Topics:
The molecular organization of cells is discussed at the supra-molecular level. Discussion of the basic physical and
chemical processes in cellular biology includes the explanation regarding biosynthesis and chemical processes in
cells. Experimental methods in cellular biology involve the explanation of the visualization of cell structures and
the molecules in a living cell. Molecular ecology is discussed for the understanding of adaptation and ecological
tolerance from a biomolecular viewpoint. Membrane structure and function are discussed for the molecular
structure that supports membrane functions. Regulation of the cell cycle is discussed for the basic concept of the
mechanism of protein regulator in the cell cycle. Cytoskeleton is explained regarding its ultra-structure,
regulation, and behavior. The mechanism of molecular expression in cells is discussed to cover the basic
mechanisms of molecular genetics: genes and chromosomes, replication, repair, and recombination; this is
supported with the biomechanism of expression regulation as the basic concept of genome in the cells.
Literature:
1. Lodish, H., Berk, A., Matsudaira, P., Kaiser, C.A., Krieger, M., Scott, M.P., Zipursky, S.L. dan Darnell J. 2004.
Molecular Cell Biology. 5th Ed. WH Freeman and Co., NY.
2. Weaver, R.F. 2003. Molecular Biology. 2nd Ed. Mc Graw Hill, NY.
3. Clark, D.P. 2005. Molecular Biology: Understanding the Genetic Revolution. Elsevier Academic Press.
Objectives:
After taking this course, students are to appreciate and implement ethics of scientific research, social ethics, and
their legality as well as implications.
66
Discussion Topics:
Ethical feasibility of research with test animals. Material transfer agreement. Ethics as scientific knowledge and
integrity or conflicts of interest. Philosophy of Research: Authorship, Plagiarism, Peer Review. Understanding of
the people of science and scientists. Norms that must be followed in instruments related to bioethics.
Responsibility of a scientist in communicating the sciences. Important issues in bioethics and Professional Ethics.
Research with Human Subjects: Eugenics, the Human Genome Project (HGP), Genetics, Gene therapy, DNA
profiling, Genetic technology, Ethics of technology transfer, Research on fetal networks, and Biology of sexual
preferences.
Literature:
1. Guidelines on the care & use of animal for scientific purpose. National Advisory Committee for Laboratory
Animal Research, 2005.
2. Komite Bioetika Nasional (KBN), 2007, Bioetika dan hak-hak asasi manusia menuju standart pengaturan
nasional.
3. Buku pedoman panitia kelaikan etik penelitian, FKH UNAIR, 2005.
4. The Eijkman Institute Research Ethics Commission, Tim Etik Riset Lembaga Eijkman, Jakarta, 2005.
Brief Description:
The study of theories and practice of writing scientific works.
Objectives:
Students understand principles of writing scientific works and are able to apply principles of writing scientific
works for publications and the thesis.
Discussion Topics:
Instruction on theories and writing practice with a professional style, in the form of a written work that is direct,
objective, analytical, and concise, and utilizes transition words or sentences to create coherence. Instruction on
types of scientific works, the explanation of differences between writing journal articles and report articles, and
methods of review. Instruction and technical practice on collecting, analyzing, and documenting data.
Presentation of research results in written form in a clear, succinct, and logical manner.
Brief Description:
Students determine planned research topics, consult with the supervising team, and compose proposal drafts
according to applicable conditions. After the process, students are scheduled to conduct presentations and
discussions prior to the thesis research proposal openly in the related working group. Next, a thesis research
proposal seminar is conducted that is attended by supervisors, examiners, and students who are members of the
working group or outside the working group. Students explain their research plans, are able to explain the
framework of the research concept and the operational framework of the research, and obtain comments and
suggestions from the audience.
Objectives:
Students are able to develop research ideas and communicate the plans of their research in scientific writing and
speech. Students are able to present their way of thinking regarding their planned research, and discuss the
research plans and their relationships with prior research and current research in a multidisciplinary manner.
67
Brief Description:
Students conduct their thesis research based on research concept framework and operational framework that
have been put forward during the thesis proposal examination, supported by the comments obtained from the
supervisors, examiners, and the audience. Students routinely present the research progress to the supervising
team and conducts seminars of research result progress in the working group one to two times. The research is
conducted from the application of the research proposal to 100% acquisition of data.
Objectives:
1. Students are able to conduct research with a standard method appropriate to the operational framework of
the research and to follow trends of current research.
2. Students are able to complete their research according to the objectives of research and to analyze and
interpret well the data they obtained.
Brief Description:
Introduction of students to the method of writing and training of students to write in scientific journals about the
results of their research. Introduction of students to various kinds of scientific writing in scientific journals and
training of students to make reviews of scientific journals for the interests of writing their research results.
Objectives:
To improve the capabilities and understanding of students to write their research results in scientific journals.
Discussion Topics:
Introduction and training of various scientific writing styles for various scientific journals. Introduction of various
submission procedures to scientific journals. Introduction of various criteria for journal qualifications (indexing,
citation rate, impact factor, accreditation). Practice of effective writing, revising, and editing with usage of
software.
Brief Description:
Students who have completed their research are required to compose the results of their research in a thesis and
present their research results in seminars attended by supervisors, examiners, and students who are members
of the working group or outside the working group. Students present their research results in the form of
scientific writing and speech in a comprehensive manner.
Objectives:
Students are able to compose the thesis and present the results of their research in a comprehensive manner.
Brief Description:
Students compose and present the results of their research and their analysis or mastery toward their research
results and theses, and be able to defend them in front of the examining team in a closed session.
Objectives:
To evaluate student capabilities in presenting their research results and defend their theses.
68
ELECTIVE COURSES IN THE ODD SEMESTER (NON-CONCENTRATION)
(MAB80020) SPECIFIC THESIS-SUPPORTING TOPICS E 3 (0C-3P) credits
Brief Description:
This course is provided to enrich certain fields of study and master specific techniques related to the research of
the thesis as well as to prepare the draft for the research proposal.
Objectives:
Students are able to study the specific techniques that are required early on for the thesis research, allowing
them to avoid difficulties while conducting the research and to prepare their proposals earlier.
Discussion Topics:
Literature study, composition of problems and methods regarding the planned research for the thesis,
composition of the research concept framework and the operational framework, and mastery of specific
techniques related to thesis topics.
Literature:
Universal, depending on the individual fields of study or topics of thesis.
Objectives:
To train students to be able to think outside the mainstream, to encourage students to be able to explore new
thinking in the field of biology, to increase their wealth of knowledge to allow them to synthesize conclusions
that may be applied at the macro, individual, or complex system levels, and to uncover articles of other fields of
discipline with usage of the principles or perspectives of biology.
Discussion Topics:
Introduction to biological perspectives, thinking outside the mainstream, metacognitive skills and their
applications, biological perspectives from the viewpoint of conventional and modern microbiology, usage of
microbes to resolve environmental problems, usage of microbes to resolve food and health problems, holistic
perspective in the management of resources and the environment, exploration of biological principles in the
management of eco-business, revitalization of indigenous knowledge in the construction of improving
competitiveness and sustainability, student-centered learning, and class discussions.
Literature:
1. Facilitating Interdiciplinary Research, CFIR, 2004, The National Academy, Washington.
Objectives:
After taking this course, students are to be able to explain and analyze examples of fauna habitat engineering
and evaluate their successes.
Discussion Topics:
Concept and meta-analysis of fauna populations, analysis of key factors for the dynamics of fauna populations,
analysis of interactions among species of multiple trophic levels, concept of habitat and analysis of habitat
69
sufficiency, analysis of relationships between organisms and their environments, mechanical modification or
management, fauna preferences and selection of host plants, associations among host plants, and habitat
engineering design with usage of local plants and domesticated plants.
Literature:
1. Geoff M. Gurr, Steve D. Wratten, Miguel A. Altieri, David Pimentel.2004. Ecological Engineering for Pest
Management: Advances in Habitat Manipulation for Arthropods. Comstock Publishing Associates.
2. Sinclair, A. R. E., J. M. Fryxell, and G. Caughley. 2006. Wildlife Ecology, Conservation and Management.
Blackwell Publishing.
Objectives:
After taking this course, students are to be able to explain the principles of tropical ecosystem management.
Discussion Topics:
Philosophy and principles of tropical ecosystem management, components and factors of tropical environments,
energy, carbon balance and global climate change, concepts and methodology of tropical ecosystem
management, tropical forest ecosystem management, savanna management, management of freshwater and
saltwater biological resources, sustainable agriculture ecosystem management, and sustainable ecopolis (green
building, green transportation system, green public facility, green industry/enterprises).
Literature:
1. Kellman, M. and R. Tackaberry. 1997. Tropical Environments: the Functioning and Management of Tropical
Ecosystems. (London: Routledge).
2. John Kricher (Author). 2011. Tropical Ecology. Princeton University Press.
3. Johnson, D. and L.A. Lewis.2007. Land Degradation: Creation and Destruction. (Lanham, MD: Rowman &
Littlefield).
Objectives:
After taking this course, students are to be able to explain and analyze the socio-bio-geo-physical aspects that
become the instruments for structuring tourist destinations and composing plans for environmental
management in areas of sustainable tourist destinations.
Discussion Topics:
1. Introduction to environmental management and tourism: global policies on conservation and sustainable
world tourism.
2. Socio-bio-geo-physical aspects of tourist destinations as the landscape component of tourist destinations.
3. Socio-economic and demographic aspects of tourist destinations.
4. The supporting capacity of tourist destinations in the context of environmental management for destinations.
5. Biology of natural resource seasonality of tourist destinations and its implications in destination planning.
70
6. Ecology and corridor management in the protection of biodiversity and improvement of the visual quality of
destination landscapes.
7. Management of exotic species in tourist destinations.
8. Best practices.
Literature:
1. Hall, C. M., & Lew, A. A. 1998. Sustainable tourism. A geographical perspective. Addison Wesley Longman Ltd.
2. Nasser, N. 2003. Planning for urban heritage places: reconciling conservation, tourism, and sustainable
development. Journal of planning literature, 17(4), 467-479.
3. Newsome, D., Moore, S. A., & Dowling, R. K. 2012. Natural area tourism: Ecology, impacts and management
(Vol. 58). Channel View Publications.
4. Gössling, S., & Hall, C. M. (Eds.). 2006. Tourism and global environmental change: Ecological, social, economic
and political interrelationships. Taylor & Francis.
5. Swarbrooke, J., & Page, S. J. 2012. Development and management of visitor attractions. Routledge.
Objectives:
After taking this course, students are expected to be able to (1) understand concepts of ecology that are relevant
to pest and disease control as well as implement them operatively in action policies to control pest organisms;
(2) master several guidelines and principles of control in various fields as well as implement them; and (3) develop
research as exploration of natural enemies or control strategies, particularly those that are highly related to the
3 kinds of action in biological control up to the level of application.
Discussion Topics:
Introduction: philosophy and concepts of ecology that are relevant to biological controls and their operative
implementation in action policies to control pest organisms. Further explanations of several guidelines and
principles and application of pest and disease control in various fields (agriculture, fishery, animal husbandry,
agroforestry, forestry, and social forestry, with various bases of hardy plants). Development of research as
exploration of natural enemies or control strategies, particularly those highly related to the 3 kinds of action in
biological control up to the level of conceptual application.
Literature:
1. Gotelli 2001. A Primer of Ecology. 3rd edn. Sinauer Associates.
2. Morin 1999. Community Ecology. Cambridge University Press.
3. Series of Agraroekologie Bulletin.
4. C.E. Pankhurst, B.M. Doube, V.V.S.R. Gupta: Biological Indicators of Soil Health.
5. Charles H. Pickett, Robert L Bugg: Enhancing Biological Control.
6. Huffaker & Messenger; Teory and Practice in Biological Control.
7. Rosser: Saum und Kleinbiotope.
8. B. Rosser: Grundlagen des Biotop und Artenschutzes.
Objectives:
After taking this course, students are to be able to explain and design properly activities and research in tropical
ethnobiology.
71
Discussion Topics:
Ethnobiology and natural resource conservation; basic principles and philosophy of research in ethnobiology;
knowledge of traditional plants and the principle of cooperating with the local people, field data collection and
specimen identification; sampling techniques in ethnobotany research, interviews, FGDs, RRA, and PRA;
quantitative ethnobotany (fidelity level, ethnobotany index); application of ethnobotany: commercialization and
conservation; comparative ethnobotany studies from several regions.
Literature:
1. Berlin, B. 1992. .Ethnobiological Classification Principles of Categorization Traditional Societies. New Jersey.
Princeton University Press.
2. Dharmawan, A.H. 2008. Bahan Kuliah Gerakan Sosial dan Dinamika Masyarakat Pedesaan. Mayor Sosiologi
Pedesaan-Departemen Komunikasi dan Pengembangan Masyarakat. Institut Pertanian Bogor (IPB).
3. Ellen, R. 1993. The Cultural Relations of Classification. An Analysis of Nuaulu Animal Categories from Central
Seram.Cambridge. University Press.
4. Koentjaraningrat, 1980. Pengantar Imu Antropologi, Jakarta. Aksara Baru.
5. Mackinnon, J, Phillips K.; van Balen B. 1993. Panduan Lapangan: Burung-burung di Sumatra, Jawa, Bali dan
Kalimantan. Yogyakarta. Gadjah Mada University Press.
6. Martin, G. J. 1998. Ethnobotani. Sebuah Manual Pemeliharaan Manusia dan Tumbuhan. Borneo. Natural
History Publications.
Objectives:
After taking this course, students are to be able to basic and molecular biosystematics toward animals, plants, or
microorganisms, and to analyze related data to molecular systematics and present them in a phylogenetic
diagram.
Discussion Topics:
Concepts of biosystematics, covering basics of taxonomy and biosystematics, description, identification,
classification, and nomenclature, taxonomic evidence, phenetic and phylogenetic classification, cladogram
construction; molecular systematics of plants: molecular markers/characteristics of plants, molecular data
analysis of plants, several example cases in molecular systematics of plants; molecular systematics of animals:
molecular markers/characteristics of animals, molecular data analysis of animals, several example cases in
molecular systematics of animals; molecular systematics of microorganisms: data analysis, several example cases
in molecular systematics of microorganisms.
Literature:
1. Radford, A.E. 1986. Fundamentals of Plant Systematics. Harper & Row Publisher. NY.
2. Singh, G. 2003. Plant Systematics: An Integrated Approach. Science Publishers. London.
3. Stace, C.A. 1979. Plant Taxonomy and Biosystematics. Edward Arnold a Division Holder a Stoughton. London.
4. Simpson, M.G. 2008. Plant Systematics. Elsevier Academic Press. California, USA..
5. Hall, B.G. 2007. Phylogenetic Trees Made Easy. Sinauer Associates. Inc. Publishers. Massachusetts, USA.
Objectives:
After taking this course, students are to be able to (1) explain the principles of cytology and biochemical analysis
techniques of plants, (2) determine and apply cytology and biochemical analysis techniques for the development
of research, and (3) conduct cytology and biochemical analysis techniques of plants skillfully.
72
Discussion Topics:
Covering the introduction; analysis technique of detecting chemical compounds found in plant tissues
(microchemistry tests) and cytology analysis technique of plants; technique of measuring the relative water
content of leaves and photosynthesis pigment; analysis techniques of primary metabolites (carbohydrates
covering total sugars, starch, and glucomannan; proteins covering proline) and secondary metabolites
(anthocyanin, quercetin, and flavonoid); and analysis of antioxidant enzyme activities (SOD, peroxidase, and
catalase).
Literature:
1. O’Brien, T.P. & M.E. Cully. 1981. The study of plant structure principles and selected methods. Thermacarphy
PVY LTD. Melbourne.
2. Related journals.
Objectives:
After taking this course, students are to be able to compose concepts of proposed activities for the culture of
animal cells and tissues for the purpose of developing animal biotechnologies in the form of advancing
biotechnologies such as in vitro fertilization, embryo culture with its manipulations, creation of transgenic
animals, and creation of stem cells.
Discussion Topics:
Covering the basic understanding of animal tissue culture and its basic designs and development; Aseptic
techniques, sterilization, preparation, and contamination, safety; Culture vessel and culture media; Cell culture
biology, culture environment, adhesion cells, proliferation cells, differentiation, nuclear transformation in vitro
(immortal cell lines); Safety culture; Primary culture; Culture of mammal sperm, capacitation, IVM, IVF, and
embryo; Sexing of sperm and embryo; Nuclear transfer; Cloning; Cell cryopreservation (sperm, oocyte, embryo,
and somatic cells); Creation of in vitro parthenogenesis (amphibians, fish, and others); Fish embryo culture;
Method of isolation and culture of hematopoietic cells; Isolation and culture of macrophage cells from the
peritoneum, and dendritic culture method of cells from bone marrow.
Literature:
1. Turksen K. 2006. Human Embryonic Stem Cell Protocols. Methods Molecular Biology.331. Humana Press.
2. Sambrook,J., Fristsch, E.F. and Maniatis, T. 2000. Molecular Cloning: A Laboratory Manual. Cold Spring Harbor
Laboratory Press, Cold Spring Harbor, New York.
3. Spector, D.L., Goldman, R.D., Leinwand, L.A. 2007. Cells: A Laboratory Manual. Culture and Biochemical
Analysis of Cells. Cold Spring Harbor Laboratory Press (CSHL Press).
4. Jakoby,W.B. and Pastan,I.H. 2003. Cell Culture. Methods in Enzymology. Academic Press, Inc. Harcourt Brace
Jovanovich, Publisher.
Objectives:
After taking this course, students are to be able to explain the structure and ultra-structure of spermatozoa cells
and the biochemical role of seminal plasma and spermatozoa, and understand the role of spermatozoa in
reproductive biotechnology.
73
Discussion Topics:
Covering the biology of spermatozoa (structure and ultrastructure of spermatozoa cells and the function of
spermatozoa cells), biochemistry of the seminal plasma (composition of the accessory gland secretion,
composition of components in the seminal plasma, and their role toward spermatozoa), biochemistry of
spermatozoa cells (spermatozoa cell membrane, chemical components in acrosomes and their roles in
fertilization), spermatozoa quality analysis (macroscopic and microscopic analysis), and the role of spermatozoa
in reproductive biotechnologies.
Literature:
1. E Roldan & M Gomendio. 2007. Spermatology. Nottingham University Press.
2. Hafez , B., 2000. Reproduction in Farm Animal. 7th Edition. Lippincott Williams & Wilkins.
3. Hafez E.S.E. 1976. Human Semen and Regulation in men. The C.V. Mosby Company. Saint Louis.
Objectives:
After taking this course, students are expected to be able to explain the concepts, basics of plant tissue culture
techniques, and the various problems in culture initiation and maintenance, as well as factors that control plant
growth and development; possess capabilities and skills of plant tissue culture techniques to perform replication
and development of plants and to produce or develop bioactive substances; and apply plant tissue culture
techniques to aid the development of science and research.
Discussion Topics:
Concepts and basics of plant tissue culture techniques; Factors that affect and various problems in the initiation
and maintenance of culture; In vitro vegetative replication techniques through organogenesis and somatic
embryogenesis; Culture techniques and their applications in the development of plants possessing new
characteristics with better qualities through Somaclonal variation induction, Anther culture, Meristem culture, In
vitro hybridization, Embryo rescue, and Plant genetic engineering; and Culture techniques for the production or
development of potential plant bioactive substances through culture of callus/cell suspension, bioreactor, hairy
root culture, and elicitation.
Literature:
1. Chawla H.S. 2003. Plant Biotechnology. A Practical Approach.Science Publishers, Inc. USA.
2. Chawla H.S. 2002. Introduction to Plant Biotechnology. Science publisher, Inc. USA.
3. Evan D.E., I.O.D Colemen, A Kearns. 2003. Plant Cell Culture. Bios Scientific Publishers. New York.
4. George E.F. 1996. Plant Propagation by Tissue Culture. Part 2. Exegetics Limited. England
5. Smith R.H. 2000. Plant Tissue Culture. Techniques and Experiments. Academic Press. New York.
6. Trigiano R.N. & D.J. Gray. 2000. Plant Tissue Culture Concepts and Laboratory Exercises. CRC Press.
Objectives:
After taking this course, students are expected to be able to understand problems in and describe the
characteristics of waterway ecosystems and anthropogenic impacts toward waterway ecosystems; and conduct
analysis of waterway ecosystem problems with the appropriate methods.
74
Discussion Topics:
Scope, introduction to, and importance of studies of waterway ecology in tropical regions. Geography and
geomorphology of waterway ecosystems, and physical, chemical, and biological characteristics of freshwater and
seawater. Interactions of circulation patterns, sea currents, waves, and rising and falling tides toward waterway
ecosystems. Ecology of tidal regions, soft sediment, or coral reef. Distribution and abundance of benthic and
pelagic organisms in waterway ecosystems. Formation of vegetation of tropical coastlines. Biodiversity in
waterway ecosystems. Anthropogenic impacts toward the physical, chemical, and biological characteristics of
waterway ecosystems. Pollution, eutrophication and the threat of global warming toward the conservation of
waterway ecosystems. Potentials and problems of development in waterway ecosystem areas. Policies and
strategies of management in waterway areas. Identification and application of ecological methods for field
research in waterway ecosystems.
Literature:
1. Mann, K.H. dan Lazier, J.R.N.2008. Dynamics of Marine Ecosystems: Biological-Physical Interactions in The
Oceans. 3rd Ed. Blackwell Publishing.
2. Adjustment with related literature.
Objectives:
The course is designed to instruct students to understand the concepts of the ecology of microorganisms,
association among microorganisms, succession of communities of microorganisms, and adaptation of
microorganisms in various ecosystems.
Discussion Topics:
1. Concepts of communities, habitat, niche, and dispersion of microorganisms in the environment.
2. Structural and physiological adaptation of microorganisms toward environmental stress.
3. Succession of microorganisms in the environment.
4. Patterns of energy sources and nutrition microorganisms in the environment.
5. Metabolism and utilization of environmental resources for the growth of microorganisms.
6. Association among microorganisms in the environment.
7. Mechanism and influence of the biofilm of microorganisms in the environment.
8. The role of microorganisms in the recycling of energy and chemical substances in the environment.
9. Density and adaptation of microorganisms in various ecosystems.
10. Seminars and discussions of Microbial Ecology journal articles.
Literature:
1. Atlas, R. M. And R. Bartha. 1998. Microbial Ecology: Fundamentals and Applications. 4th. Ed., Addison &
Wesley, Longman.
2. Burns, R.G. and J.H Slater 1982. Experimental Microbial Ecology’ Blackwell Scientific Publ. Edinburg.
3. Gerday, C. and N. Glansdorff. 2007. Physiology and Biochemistry of Extremophiles. Amer Society for
Microbiology Publ.
4. Hurst, C. J., R. C. Crawford, G. R. Knudsen, M. J. McInerney, and L. D. Stetzenbach. 2002. Manual of
Environmental Microbiology. 2nd ed. ASM Press, Washington.
5. Laskin, A. I., S. Sariaslani, and G. M. Gadd. 2007. Advances in Applied Microbiology. Vol65. Elsevier Inc.,
Amsterdam.
75
6. Maier, R. M., I. L. Pepper, and C. P. Gerba. 2000. Environmental Microbiology. Academic Press Elsevier, New
York.
7. Sylvia, D. M., J. Fuhrmann, P. G. Hartel, and D.A. Zuberer. 1999. Principles and Applications of Soil
Microbiology. Prentice Hall Inc., USA.
8. Van Elsas, J. D., J. T. Trevors, and E. M. H. Wellington. 1997. Modern Soil Microbiology. Marcel Dekker Inc.,
New York.
Objectives:
Students are to be able to understand the development of the bioindicator concept and compose or plan out
several methods to conduct monitoring quality and health from functions, services, and integrity of both
terrestrial and aquatic ecosystems, particularly with usage of bioindicators.
Discussion Topics:
Review of the understanding of an ecosystem. Functions, services, integrity and health of ecosystems. Examples
of bioindicators in the traditional wisdom of society for the mitigation of natural disasters. Monitoring of
ecosystem quality with physical, chemical, and habitat indicators, as well as bioindicators. Techniques of
determining bioindicators and their developments for monitoring the functional quality of ecosystems.
Application of several biotic indices for bioindicators of soil quality and terrestrial ecosystems. Application of
several biotic indices for bioindicators of the quality of freshwater ecosystems. Application of several biotic
indices for bioindicators of the quality of seawater ecosystems.
Literature:
1. Andreasen, J.K., R.V. O’Neill, R. Noss and N.C. Slosser (2001) Considerations for the development of a
terrestrial index of ecological integrity. Ecol. Indicators 1:21–35
2. Banwa, T. 2012. Algae as Bio-indicators of Water Quality in Freshwater Ecosystems. Lambert Academic
Publishing.Saarbrücken.
3. Cardoso, P. P. A.V. Borges and C. Gaspar. 2007. Biotic integrity of the arthropod communities in the natural
forests of Azores. Biodivers. Conserv. 16:2883–2901.
4. Lovett, G.M., C. Jones, M.G. Turner, K.C. Weathers. 2005. Ecosystem Function in Heterogeneous Landscapes.
Springer. London
5. Hodkinson I.D., Jackson J.K. 2005. Terrestrial and Aquatic Invertebrates as Bioindicators
6. Mandaville S.M. 2002. Benthic Macroinvertebrates in Freshwaters-Taxa Tolerance Values, Metrics, and
Protocols, Soil & Water Conservation Society of Metro Halifax. Nova Scotia.
7. Markert, B.A., A.M. Breure, H.G. Zechmeister. 2003. Bioindicators and Biomonitors. Vol 6. Elsevier.Oxford.
8. Rosenberg D, Resh V. 1993. Freshwater Biomonitoring and Benthic Macroinvertebrates. Chapman and Hall.
New York.
9. Straalen, N.M. and D.A. Krivolutsky. 2012. Bioindicator Systems for Soil Pollution. Springer.London
10. Tomar, V.V.S.T and W. Ahmad. 2014. Nematodes as Bio-indicator of Soil Ecosystem. Lambert Academic
Publishing.Saarbrücken.
76
Objectives:
The course is designed to instruct students to understand the concepts chemical element recycling, symbiosis,
composting, association among microorganisms and plants and animals, and the production mechanisms for
biopesticides and biofertilizers.
Discussion Topics:
1. General picture regarding developments in the field of agriculture and pests and pathogens of plants.
2. The concept of soil as the habitat for microorganisms and the process of soil formation.
3. Roles of microorganisms in bio-geo-chemical recycling, composting, or soil fertilization.
4. Association of microorganisms with plant roots (rhizosphere and endophyte microorganisms).
5. Standards and bioassay for the development of biofertilizer products.
6. Association among microorganisms.
7. Association between microorganisms and pest insects.
8. Technologies of mass production of microorganisms as biopesticide agents.
9. Standards and requirements of bioassay for microbial biopesticides.
10. Presentations and discussions of Biofertilizer and Biopesticide journal articles.
Literature:
1. Bergersen, F.J. and J.R. Postgate 1987. A century of Nitrogen Fixation Research Present status and Future
prospects. The Royal Soc., London.
2. Dilworth, M.J. and A.R. Glenn, 1991. Biology and Biochemistry of Nitrogen Fixation. Elsevier, Amsterdam P.
438.
3. Motsara, I. M.R., P. Bhattacharyya and Beena Srivastava, 1995 Biofertilizer Technology, Marketing and
usage - A source Book –cumglossary - FDCO, New Delhi.
4. Entwistle, P.F., J.S. Cory, M.J. Baily, S. Higgs. 1993. Bacillus thuringiensis, An Environmental Biopesticide.
John Wiley & Sons Publ.
5. Somasegaran, P. and H.J.Hoben, 1994. Hand book for Rhizobia; Methods in legume Rhizobium Technology.
Springer-Verlag, New York. P. 450.
6. Vangham, D. & Malcolm, R.E.(1985). Soil organic Matter & Biological Activity, Martinus Nighoff, and W.
Junk Publishers.
7. Samways, M. J. 1981. Biological Control of Pests and Weeds. Edward Arnold Publ.London.
Objectives:
Students are to be able to recognize the taxonomic differentiating characteristics among plant taxa, and
determine classification and scientific names based on valid taxonomy literature sources. In addition, students
are to be able to develop their skills of identifying plants and to apply them to the occupational fields that require
the skills.
Discussion Topics:
Introduction; collection; description of flowering plants; terminology; usage of abbreviations; descriptive
analysis; preparations for revision, depiction of specimen; key structures for identification; organism
classification: phenetic and phylogenetic; plant nomenclature (KITT); administration: paper foundation and
material citation; citation of collections and abbreviations; journal review.
Literature:
1. Backer, C. A. and R. C. Bakhuizen Van Den Brink 1963. Flora of Java.Vol. I, II, III (Spermatophytes Only) N.
V. P. Noordhoff. Groningen- The Netherlands.
77
2. Batoro, J. 2001. The Kalimantan Genus Licuala (Arecaceae). Post Graduate Program Bogor Institute of
Agriculture. P. 1-77.
3. Batoro, J. & Rahardi B. 2014. Modul Bahan Ajar Mata Kuliah Sistematika Tumbuhan. Laboratorium
Taksonomi dan Perkembangan Tumbuhan Universitas Brawijaya Malang.
4. Batoro, et al,. 2006. Panduan Laboratorium dan Lapang. Pengenalan Taksa: Bacteria, Protista dan Funggi.
Laboratorium Taksonomi Tumbuhan. Jurusan Biologi Fakultas MIPA Universitas Brawijaya.
5. Batoro, J. 2015. Manual of Plant Taxonomy Practice. Departement Biology Laboratory Plant Taksonomy of
Brawijaya University.
6. Bell, A.D. 1991. Plant Form. An illustrated Guide to Flowering Plant Morphology.Oxford University Press.
7. Briggs, J.C. 1995. Global Biogeography, Developments in Palaeontology and Stratigraphi. Amsterdam, the
Netherlands.
8. Cheek, M. & M..Jebb 2001. Nepenthaceae. Flora Malesiana. Series I-Seed Plants.
9. Claridge, M.F., H.A. Dawah and M.R. Wilson 1997. Species the units of Biodiversity. The Systematics
Association Special Volume Series 54. London UK.
10. Dransfield, J. 1980. Licuala lanata borneesis Dransfield, sp. nov. Botanical journal of the linnean society.
The linnean Society of London Burlington House, Piccadily, London W1VOLO. Vol. 81, 27-30.
11. Dunn, G. And B. S. Everitt 1982. An Introduction to mathematical Taxonomy. Cambridge University Press.
12. De Vogel, E.F. 1987. Manual of Herbarium Taxonomy (Theory and Practice). UNESCO. Jakarta.
13. Gesink, R.; Leeuwenberg, A.J.M.; Ridsdale, C.E.; Veldkamp, J.F. 1981. Thorner” analytical key to the families
of flowering plants. Leiden University Press.
14. Girmansyah, D.; Y. Santika; Suratman (penyunting) 2006. Index Herbariorum Indonesianum. Puslit Biologi
LIPI Bogor.
15. Hernawati and P. Akhriadi (2006). A Field Guide to the Nephenthes of Sumatra.
16. Jeffrey, C. and V.H. Heywood. 1977. Biological Nomenclature. Edward Arnold. London.
17. Keng, K. 1989. Malayan Seed Plants. Singapore University Press. Singapore.
18. Percival, M. and J.S. Womersley 1975. Floristic and Ecology of the Manggrove Vegetation of Papua New
Guinea. Botany Bulletin no. 8.
19. Quieroz, K. De 2005. Colloquium Ears Mayr and the modern concept of species The National Academy of
Sciences of the USA.
20. Richards, A.J. 1986. Pant Breeding Systems. London UK.
21. Saw, L.G. 1997. A revision of Licuala (Palmae) in Malay Peninsula. Sandakania no. 10, p. 1-95.
22. Stearn, WT. 1992. Botanical Latin. Fourth ed. Redwood Press Ltd. Melksham for Davis & Charles England.
Objectives:
After taking this course, students are expected to be able to compose and develop ideas to resolve problems
related to the field of biology with usage of the basic concept of antibody technologies.
Discussion Topics:
Description of polyclonal and monoclonal antibodies, production of monoclonal antibodies, principles of
hybridoma technology, the role of HAT medium in selecting hybrid cells, application of monoclonal antibodies,
creation of antibody libraries, isolation of antibody fragments from combinatorial libraries, expression and
purification of antibody fragments in eukaryote cells, determination of affinity, sequencing and structure analysis
and modeling, epitope mapping, humanization of antibody fragments, engineering of antibodies to increase
stability, bivalent and bispecific antibody fragments, recombination of fused antibody proteins.
Literature:
1. Murphy, K, Travers, P., Walport, M. 2008. Imumunobiology. Garland Science.
78
2. Jianwei, W., Qian, S., Yohei, M., Hong, J., Alexander, G. 2012. A Differentiation Checkpoint Limits
Hematopoietic Stem Cell Self-Renewal in Response to DNA Damage. Cell. 148(5):1001-1014.
3. Elaine, N.M., Katja Hoehn. 2006. Human Anatomy & Physiology. Benjamin Cummings.
4. Kontermann, R. and Dubel, S. 2001. Antibody Engineering. Springer-Verlag Berlin Heidelberg New York.
5. Walker, J.M., 2002, The Protein Protocols Handbook, 2nd edition, Humana Press Inc., Totowa, New Jersey.
Objectives:
After taking this course, students are expected to be able to compose and develop ideas to resolve problems
with usage of protein engineering technologies.
Discussion Topics:
Design and construction of novel proteins and enzymes, general conformation of specific proteins and enzymes,
the effect of amino acids toward protein structure, energy status of protein molecules, functional structure and
links to enzymes, the physical x-ray crystallography method to determine protein structures, site-directed
mutagenesis for the functions of specific proteins, the basic concept to design new protein or enzyme molecules,
specific examples of enzyme engineering.
Literature:
1. Walker, J.M., 2002, The Protein Protocols Handbook, 2nd edition, Humana Press Inc., Totowa, New Jersey.
Objectives:
After taking this course, students are to be able to analyze and apply the concept of gene expression regulation
to resolve problems in the fields of industry and health.
Discussion Topics:
Introduction, DNA & chromosomes, chromosome remodeling, structure of chromatin, transcription factor, RNA
polymerase, gene expression activation, gene expression repression, regulation of synthesis of the transcription
factor, regulation of activity of the transcription factor, RNAi, regulation of protein modification, methylation and
acetylation of DNA, siRNA technology, gene therapy technology, gene over-expression technology.
Literature:
1. David S. Latchman, 2004, Eukaryotic Transcription Factors, Elsevier, Italy.
2. Jocelyn E. Krebs, Elliott S. Goldstein, Stephen T. Kilpatrick, 2012, Lewin's GENES XI, Jones and Bartlett,
USA.
Discussion Topics:
Mapping and characterizing “simple” genetic disease (Mapping disease genes, disease-associated mutations,
diseases associated with a gene loss-function effect, nuclear and mitochondrial genome mutations, evolution of
a gene cluster and divergence of function); Mapping and characterizing “complex” genetic diseases (Genomics
for the study of complex diseases, genetic study of type 2 diabetes and obesity, Gene-environment interaction
in behavior, pharmacogenetics); Chromosomal and genomic disorders (mechanisms and maternal age
influencing the origin of aneuploidy in humans, mechanisms causing these aberrations, fragile X syndrome); Sex,
prions, and epigenetics (Epigenetic inheritance of chromatin states / Role of DNA methylation in human disease,
dysregulation of the histone modification machinery, transgenerational epigenetic inheritance, sex
determination, prion diseases); Genetic Testing (type, across-the-life-span (prenatal, pediatrics, and adult),
technology, molecular, clinical, and ethical perspectives); Medical genetics and the associated ethical, legal, and
social implications.
Literature:
1. Ricki Lewis. 2014. Human Genetics. 11th Edition. McGraw-Hill Science Publication.
2. Tom Strachan & Andrew Read. 2010. Human Molecular Genetics. 4th Edition. Garland Science
Publication.
3. Tom Strachan, Judith Goodship & Patrick Chinnery. 2014. Genetics and Genomics in Medicine. Garland
Science Publication.
Objectives:
After taking this course, students are to be able to develop technologies based on molecular virology for
strategies of diagnosis, vaccination, or therapy.
Discussion Topics:
Introduction (definition, characteristics, origins of viruses); Nomenclature of viruses; Virus replication cycle;
Molecular virology (structure, genomes, replication, and translation of viruses); Immune responses of hosts
toward viruses; Antiviral vaccines and chemotherapy; Epidemiology; Viruses and cancer; Viral evolution.
Literature:
1. Luria, S. E., et al.. 1978. General Virology. John Wiley & Sons, New York.
2. Alan C. Cann. 2005. Principles of Molecular Virology. Elsevier Academic Press.
3. S.J. Flint, L.W. Enquist, V.R. Racaniello, dan A.M. Skalka. 2004. Principles of Virology: Molecular Biology,
Pathogenesis, and Control of Animal Viruses. ASM Press, Washington DC.
Objectives:
Students are able to study the specific techniques that are required early on for the thesis research, allowing
them to avoid difficulties while conducting the research and to prepare their proposals earlier.
Discussion Topics:
Literature study, composition of problems and methods regarding the planned research for the thesis,
composition of the research concept framework and the operational framework, and mastery of specific
techniques related to thesis topics.
Literature:
Universal, depending on the individual fields of study or topics of thesis.
Objectives:
After taking this course, students are to be able to explain the fundamental laws and phenomena of the systems
of biology in the perspective of Complexity Science. Fundamentally, human knowledge always possesses a limit
that necessitates the existence of an approach with one or two viewpoints that are often accompanied by an
amount of negligence or ignorance. For this reason, an approach of complexity, which becomes the reality in real
life, needs to be conducted in order to not be caught in misinterpretations or false conclusions. Students are
expected to possess the consciousness of how life always has good objectives; its “unpredictable” nature in the
form of variants or the possible appearance of new forms shows that life is something that possesses its own way
of thinking that is never suspected before. This era of globalization, with its various actions of scientific
development by reductionism or efforts of standardization for all entities of life, is clearly something that needs
to be corrected because this is realized as a consequence of the limits of human capabilities. Complexity science
is a viewpoint as well as a method to avoid science from becoming the destroyer of humanity.
Discussion Topics:
Concept and Perspective of Complexity Science; Understanding of the System, Philosophy, Epistemology, and
Methodological Implications of Complexity Science; Complexity Science versus reductionism: the benefits of
reductionism in understanding complex phenomena; Nature of Life, Science, and Information as sources of
complexity; Complexity, Society and Everyday Life; Nonlinear modeling; New Paradigm: Globalization, complexity,
and human dignity.
Literature:
1. Capra, F., Juarrero, A., Sotolongo., P., and J van Uden., (eds.) 2007. Reframing Complexity, Perspectives from
the North and South. ISCE Publishing, MA 02048., USA.
2. Johnson, Neil., 2007.Simply Complexity, a clear guide to complexity theory. Oxford OX2 7AR., En.
81
Objectives:
After taking this course, students are to be able to apply techniques in molecular biology and laboratory biosafety
and conduct analysis on molecular biology or genetics.
Discussion Topics:
This course covers an overview of basic techniques in molecular biology; techniques of sterilization and pipetting;
basic analysis of DNA and RNA; DNA electrophoresis: agarose and polyacrylamide; DNA amplification with PCR,
RT-PCR, and qPCR; DNA cloning techniques: vector, DNA target, manipulation enzymes, transformation of
recombinant DNA with PCR or RFLP, recombinant DNA expression; basic analysis of proteins, protein isolates,
and purification from clones; SDS-PAGE; immunoblotting: dot-blot and Western blot; and immunohistochemistry.
Literature:
Adjusted to relevant literature.
Objectives:
To provide students with a recognition of own potentials and preparations to enter occupations. To develop soft
skills related to the field of discipline being studied or other supporting fields.
Discussion Topics:
Introduction to Career Development, Introduction to the alumni network and successful figures of UB,
Recognizing own potentials, Types of companies or institutions related to biology, Guidelines of appearance and
soft skills, Strategies and techniques of creating job applications, Strategies of job application (online, job fairs,
or directly), Presentation of self-promotion to companies or institutions, Introduction to psychology tests,
Strategies and techniques of interviews, Communication techniques and teamwork, Introduction to work culture
(etiquette and guidelines of interactions), Work ethics in companies (work targets and strategies), Career levels
at companies or institutions.
Literature:
Adjusted to relevant literature.
Objectives:
After taking this course, students are to be able to utilize computation analysis to evaluate various kinds of data
on biological phenomena, compose models, and uncover information from the results of the conducted analysis.
Discussion Topics:
Characteristics of resulting research data in the fields of Ecology and Conservation. Management and analysis of
data in the fields of Ecology and Conservation. Computation in the fields of Ecology. Simple modeling in Ecology
and its simulation. Application of univariate and multivariate statistical analysis in studies of Ecology: difference
testing and relationship testing of both parametric and non-parametric data. Interpretation of the analysis results
of data computation in relation to phenomena in Ecology.
82
Literature:
1. Wen Jun Zhang. 2010. Computational Ecology - Artificial Neural Networks and Their Applications. World
Scientific Publishing Co. Pte. Ltd.
2. Grant, William E.; Todd M. Swannack. 2008. Ecological Modeling. Blackwell Publishing. Malden.
3. Pastor, John.2008.Mathematical Ecology of Populations and Ecosystems. Wiley-Blackwell. Hong Kong.
4. Scheiner, Samuel M.; Jessica Gurevitch.2001.Design and Analysis of Ecological Experiments. Oxford
University Press. Oxford.
5. Motulsky, Harvey.2010.Intuitive Biostatistics: A Nonmathematical Guide to Statistical Thinking. Oxford
University Press. Oxford.
6. Sawitzki, Gunther.2009.Computational Statistics: An Introduction to R.CRC Press. Boca Raton.
7. Gelman, Andrew; Jennifer Hill.2007.Data Analysis Using Regression and Multilevel/Hierarchical Models.
Cambridge University Press. Cambridge.
8. Albert, Jim. 2009. Bayesian Computation With R. Springer. Science Business Media. New York.
Objectives:
After taking this course, students are to be able to explain various methodical approaches for ecosystem
restoration, particularly for tropical regions.
Discussion Topics:
Characteristics and principles of the management of tropical ecosystems, Components and limiting factors of
tropical ecosystems, Energy and carbon balance, Adaptation toward global climate change. Methodology of
management and restoration of several tropical ecosystems: tropical forests, savanna, freshwater habitats, salt
marshes and the sea, agroecosystems, and sustainable agroforestry. Sustainable urban ecosystem: ecopolis
(green buildings, green transportation systems, green public facilities, green industries or enterprises).
Literature:
1. Annen, C. A., E. M. Kirsch, and R. W. Tyser. 2008. Reed Canarygrass Invasions Alter Succession Patterns and
May Reduce Habitat Quality in Wet Meadows Ecological Rest. 2008 26:190-193.
2. Dohn, J., Z. C. Berry, T. J. Curran. 2013. A pilot project testing the effectiveness of three weed control
methods on the removal of Lantana camara in Forty Mile Scrub National Park, Queensland, Australia.
Ecological Management & Restoration 14 (1): 74–77.
3. Falk, D.A., C.I. Millar and M. Olwell.1996. Restoring Diversity: Strategies for reintroduction of endangered
plants. Island Press. Washington DC.
4. Jones, T. A. and T. A. Monaco. 2007. Theory: A Restoration Practitioner’s Guide to the Restoration Gene
Pool Concept. Ecological Rest. 25:12-19.
5. Parkes T., Delaney M., Dunphy M., Woodford R., Bower H., Bower S., Bailey D., Joseph R., Ford J., Nagle J.,
Roberts T., Lymburner S. and McDonald T. Big Scrub: A cleared landscape in transition back to forest?
Ecological Restoration & Management 2012; 13(3), 212–223.
Objectives:
83
After taking this course, students are to be able to various problems of natural or manmade genetic conservation
problems and their resolution, and to analyze problems or development of biodiversity conservation and
compose strategic plans for biodiversity conservation with the application of biological innovations.
Discussion Topics:
Understanding of conservation biotechnologies. New paradigms in biodiversity conservation. Problems faced by
breeders or cultivators related to the conservation of plant genetic diversity (wild or cultivated plants). Problems
in conservation of human and animal genetic diversity (wild or domestic animals). Economics of conservation:
valuing conservation. Conservation problems: identifying problems of ecosystem integrity conservation (genetics,
species, community, ecosystem diversity). Research and development of strategic planning. Developing strategic
plans to conserve ecosystem integrity for sustainable development using biological innovations.
Literature:
1. Engels, J.M.M., V. R. Rao, A. H. D. Brown and M. T. Jackson (Eds.). 2002. Managing Plant Genetic Diversity.
CABI Publishing, Oxford. 487 pp.
2. Falk, D.A., M.A. Palmer, J.B. Zedler.2006. Foundations of Restoration Ecology. Island Press. Washington.
3. Kantanen, J., C. J. Edwards, D. G. Bradley, H. Viinalass, S. Thessler. 2009. Maternal and paternal genealogy
of Eurasian taurine cattle (Bostaurus). Heredity 103, 404-415.
4. Kekkonen J., P. Seppä, I. K. Hanski, H. Jensen, R. A. Väisänen and J. E. Brommer. 2011. Low genetic
differentiation in a sedentary bird: house sparrow population genetics in a contiguous landscape. Heredity
106: 183–190.
5. Newton, A.C. 2007. Biodiversity Loss and Conservation in Fragmented Forest Landscapes.CAB Internasional.
Oxfordshire.
6. Thomas, M., E. Demeulenaere, J.C. Dawson, A.R. Khan, N. Galic, S. Jouanne-Pin, C. Remoue, C. Bonneuil, I.
Goldringer On-farm dynamic management of genetic diversity: the impact of seed diffusions and seed
saving practices on a population-variety of bread wheat. Evolutionary Applications 5(8): 779–795
7. Valentine, P. 2007. Identification and Gap Analysis of Key Biodiversity Areas: Targets for Comprehensive
Protected Area Systems. World Commission on Protected Areas Best Practices Protected Area Guidelines
Series No. 15. (IUCN). The World Conservation Union Key Biodiversity Area: Setting Priority. Publication
Service. Margate.
Objectives:
After taking this course, students are to be able to understand, explain, and analyze the basic principles of
microbial growth and its affecting factors, biochemical reactions in metabolism, and the response of microbes
toward environmental factors. Students are expected to be able to apply methods to observe the metabolism
and growth of microbes and metabolic and physiological adaptation of microbes toward environmental stress,
and to identify microbes by phenetic and phylogenetic characteristics.
Discussion Topics:
Study of microbial cell structures, nutrition and factors that affect microbial growth, growth of microbes, nutrient
transport and metabolism (cellular energy production), physiological response of microbes toward
environmental or pollutant stress such as detergents and heavy metals, applications of microbes in the fields of
food, industry, and the environment, identification of bacteria based on characteristics of phenotype and
genotype, and Student-Centered Learning with presentations.
84
Literature:
1. David White and George D. Hegeman, 1997,Microbial Physiology and Biochemistry Laboratory: A
Quantitative Approach, Oxford University Press, USA.
2. Byung Hong Kim and Geoffrey Michael Gadd, 2008, Bacterial Physiology and Metabolism, 1st edition,
Cambridge University Press.
3. David White, James Drummond, Clay Fuqua, 2011, The Physiology and Biochemistry of Prokaryotes, 4th
edition, Oxford University Press, USA.
Objectives:
After taking this course, students are to be able to evaluate the kinds and impacts of pollutants on the
environment, conduct monitoring of indicator organisms, and apply prevention of pollution.
Discussion Topics:
Topics cover the history and understanding of ecotoxicology, sources and kinds of pollutants (physical, chemical,
radioactive, and biological), bioaccumulation of pollutants by organisms, toxicity testing of pollutants,
bioindicator and biomonitoring of pollutants, response of organisms toward pollutants, risk testing toward
pollutants, and management of pollution prevention.
Literature:
1. C. H. Walker, Steve P. Hopkin, R.M. Sibly, D.B. Peakall. (2005). Principles of Ecotoxicology, Third Edition. CRC
Press.
2. Michael C. Newman. (2009). Fundamentals of Ecotoxicology, Third Edition, CRC Press.
3. Erik Jorgensen. Ecotoxicology. (2010). Academic Press.
4. Michael C. Newman and William H. Clements. (2007).Ecotoxicology: A Comprehensive Treatment, CRC Press.
5. Michael C. Newman and Michael A. Unger.(2002). Fundamentals of Ecotoxicology, Second Edition. CRC
Press.
6. Giacomo Dell'Omo. (2002). Behavioural Ecotoxicology (Ecological & Environmental Toxicology Series), Wiley.
7. James M. Lynch, Alan Wiseman and Robert May. (2011). Environmental Biomonitoring: The Biotechnology
Ecotoxicology Interface (Biotechnology Research), Cambridge University Press.
Objectives:
After taking this course, students are to be able to explain the importance of aquatic environment variations
toward the physiology of aquatic organism reproduction; understand the reproductive behaviors of water
organisms classified as vertebrates and invertebrates; understand basic gamete developments, various
reproductive strategies of water organisms and their regulatory mechanisms, and understand environmental
effects toward reproduction. In general, the course of Aquatic Organism Reproduction is focused on the study
reproduction of water organisms (particularly freshwater fish and seawater fish), water mammals, crustaceans,
and bivalves. Reproductive studies cover internal and external (environmental) factors that affect the
reproductive processes of these organisms.
Discussion Topics:
Reproduction cycle; effects of the environment toward gametogenesis and spawning and their regulation;
Reproductive behaviors of aquatic organisms; Effects of chemical signaling on reproductive behaviors and
85
pheromones; Reproduction of shrimp; Reproduction of shellfish; Reproduction of freshwater fish; Reproduction
of seawater fish; Applications in cultivation.
Literature:
1. W .S. Hoar, D .J . Randall ,E .M. Donaldson,1983. Fish physiology : reproduction. Academic Press, inc.
2. W .S.Hoar, D .J .Randall, E .M., 1988.Fish physiology Academic Press, inc.
3. EwaKulczykowska, Wlodzimierz Popek, B.G. Kapoor, 2010 Biological clock on fish,Science Publishers
4. Gene S. Helfman 2007, Fish conservation. Islandpress Washington.
5. J.B. Hart, John D. Reynolds 2002, Handbook of Fish Biologyand FisheriesPaul,Blackwell Science Ltd.
Objectives:
After taking this course, students are to be able to compose concepts of reproduction physiology for the purpose
of improving the quality of cultivation systems.
Discussion Topics:
Topics cover: Introduction. Female Reproductive System: Oviduct and Endometrium; Follicular Development;
Ovulation; Structure, Function, and Regulation of the Corpus Luteum; Gonadotropin Signaling in the Ovary,
Steroid Receptors in the Ovary and Uterus. Male Reproductive System: The Sertoli Cell, Physiology of Testicular
Steroidogenesis, Endocrine Regulation of Spermatogenesis, The Epididymis. Physiology of the Male Accessory
Sex Structures: The Prostate Gland, Seminal Vesicles, and Bulbourethral Glands. Reproductive Behavior and Its
Control: Neurobiology of Male Sexual Behavior; Hormonal, Neural, and Genomic Mechanisms for Female
Reproductive Behaviors, Motivation, and Arousal; Maternal Behavior; Communicative Behaviors, Hormone-
Behavior Interactions, Pheromones and Mammalian Reproduction, Puberty. Seasonal Regulation of
Reproduction in Mammals, Neuroendocrine Control of Mating-Induced Ovulation Neuroendocrine Control of
Mating-Induced Ovulation, Neuroendocrine Control of Mating-Induced Ovulation. Suckling and the Control of
Gonadotropin Secretion. Stress and the Reproductive System. Aging in the Hypothalamic-Pituitary-Testicular Axis
and in the Hypothalamic-Pituitary-Ovarian Axis.
Literature:
1. Knobil and Neill. Physiology of Reproduction, Third Edition. 2005.
2. Susan Long. 2010. Veterinary Genetics and Reproductive Physiology.
Objectives:
The course is designed to instruct students to understand the principles of science and technology for utilizing
the role of microorganisms to improve environments polluted by waste and to create resources for the prosperity
of humanity.
Discussion Topics:
86
1. Introduction: The problem of environmental pollution and the advantages of bioremediation to improve
the quality of the environment.
2. Sources and types of pollutants and the fate and transport of in the environment.
3. The principle of metabolism for the biodegradation of common pollutant substances.
4. Characterization of places and pollutant substances for bioremediation.
5. Mechanism of metabolism in the biosorption and bioaccumulation processes for the bioremediation of
heavy metals.
6. Mechanism of metabolism in the biodegradation process for the bioremediation of organic pollutants.
7. Applications of the newest technologies in bioremediation.
8. Biotechnologies for ex situ and in situ remediation.
9. Bioremediation of terrestrial environments: biotreatment of pesticides – transformation technologies for
the remediation of soil polluted by pesticides.
10. Bioremediation technologies for atmospheric environments.
11. Bioremediation technologies for aquatic environments: biotreatment of hydrocarbons and detergents –
microbial and biological transformation technologies for the remediation of environments polluted by
hydrocarbons and detergents.
12. Bioremediation technologies for groundwater environments polluted by waste.
13. Bioremediation with usage of genetically engineered organisms and phytoremediation.
14. Seminars and discussions of Bioremediation journal articles.
Literature:
1. Catherine N. and Mulligan. 2002. Environmental Biotreatment: Technologies for Air, Water, Soil and Wastes.
Government Institutes Publ.
2. Clark D. P. & Pazdernik N. J. (2012) Environmental Biotechnology in Biotechnology, Academic Cell, Elsevier
Inc.
3. Evans G. M. & Furlong J. C. (2003) Environmental biotechnology: theory and application, John Wiley & Sons,
Chichester.
4. Mackova M., Dowling D., Macek T. eds (2006) Phytoremediation and rhizoremediation, Springer-Verlag,
Dordrecht.
5. Singh A., Kuhad R. C., Ward O. P. eds. (2009) Advances in applied bioremediation, Springer Verlag, Berlin
Heidelberg.
6. Singh A. & Ward O. P. eds. (2004) Applied Bioremediation and Phytoremediation, Springer.
7. Wenzel W. (2009) “Rhizosphere processes and management in plant-assisted bioremediation
(phytoremediation) of soils”, Plant Soil 321, 385-408.
Discussion Topics:
1. General picture of fermentation.
87
2. Metabolism and production regulation of various metabolites of microorganisms.
3. Kinetics of development and enzymatic reactions of microorganism metabolism.
4. Substrates and new strategies for isolation and genetic manipulation of microorganism strains that are
important for industry.
5. Newest developments in the production of primary and secondary metabolites.
6. Fermenter design and optimization of fermentation conditions.
7. Harvest and purification of fermentation products.
8. Fermentation technology for the production of bioenergy, biomass, and food.
9. Fermentation technology for the production of antibiotics and non-ribosomal antibiotic peptides.
10. Production technology for microbial enzymes that play important roles in various industries.
11. Fermentation technology for the production of organic acids, biopesticides, biofertilizers, and
biopolymers.
12. Formulation of microorganism enzymes.
13. Presentations and discussions of Fermentation Technology journal articles.
Literature:
1. Crueger and Crueger. 2003. Biotechnology: a textbook of industrial microbiology. 2nd ed. Panima
publications.
2. El-mansi, Taylor and Francis. Fermentation microbiology and biotechnology. 2nd ed. 2007.
3. El-Mansi, E. M. T.; Bryce, C. F. A.; Demain, Arnold L.; Allman, A.R. 2012. Fermentation Microbiology and
Biotechnology, Third Edition. CRC Press.
4. Huffnagle GB & Wernick S. 2007. The Probiotics Revolution: The Definitive Guide to Safe, Natural Health.
Bantam Books.
5. Kun LY. 2006. Microbial Biotechnology. World Scientific. Primrose SB. 2001. Molecular Biotechnology.
Panima.
6. Nathan Whitaker &Peter F. Stanbury. 1999. Principles of Fermentation Technology. Second Edition.
Butterworth-Heinemann Publ.
7. Peppler HJ & Perlman D. 1979. Microbial Technology. 2nd Ed. Academic Press.
8. Reed G. 1987. Presscott & Dunn’s Industrial Microbiology. 4th Ed. CBS.
9. Stanbury PF & Whitaker A. 1987. Principles of Fermentation Technology.
10. Stanburry et al. 2011. Principle of fermentation technology. Pergamon Press.
11. Reed G. 2001. Industrial Microbiology. CBS Publisher.
12. Cruger & Cruger. 2005. Microbial Biotechnology, Panima Press.
Objectives:
After taking the course of Seed Physiology and Technologies, students are to be able to understand and recognize
factors that determine the quality of seedlings from physiological and molecular standpoint, seed management
to keep its viability high when it is needed, application of testing for quality seedlings before being brought to
the field.
Discussion Topics:
Introduction, genetic controls toward seed growth and seed period, effect of stock plants toward seed
development, hormonal and molecular activities during dormancy and liberation from dormancy, understanding
and knowledge of the desiccation tolerance mechanism, telomeres and long life potentials of seeds, methods to
improve seedlings on the field, influence of field stress toward the growth potential seedlings, biological
applications toward seedling biology, genetic approaches to improve the starch of seedlings, laboratory-scale
testing for sprouting, testing vigor, tetrazolium testing for seedlings.
88
Literature:
1. Benech-Arnold RL and Sánchez RA. 2004. Handbookof Seed Physiology:Applications to Agriculture. Haworth
Press, Inc.,Binghamton, NY 13904-1580.
2. Black M, Bradford KJ. And Vázquez-Ramos J. 2000. SEED BIOLOGYAdvances and Applications. CABI Publ.,
New York, NY 10016, USA
3. Bradford KJ and Nonogaki H. 2007.Seed development, Dormancy and Germination. Blackwell Publishing
Ltd., Ames, Iowa 50014-8300, USA
4. Fenner M. 2000. Seeds :The Ecology of Regeneration in Plant CommunitiesCABI Publ., New York, NY 10016,
USA.
5. Nicolás G, Bradford KJ , Côme D, and Pritchard HW..2003.THEBIOLOGY OF SEEDS :Recent Research Advances.
CABI Publ., Cambridge, MA 02138, USA.
Objectives:
After taking this course, students are to be able to explain the biological principles of plant development,
determine and apply the biological principles of plant development for the development of research, and harness
skillfully the biological principles of plant development.
Discussion Topics:
Topics cover introduction (characteristics of plant development), development from seeds to sprouts
(environment role on seed sprouting), development from sprouts to adult plants (development of leaf and flower
axes; tip, leaf, and root differentiation), flower development (changes from tip meristem to flowering meristem),
fruit and seed development (embryo and endosperm development), and alternative development strategies
(somatic embryogenesis and crown gall tumor).
Literature:
1. Lyndon, R.F. 1990. Plant development: the cellular basis. Unwin Hyman. London.
2. Fosket, D.E. 1994. Plant growth and development. A molecular approach. Academic Press. Toronto.
3. Raghavan, V. 2000. Developmental biology of flowering plants. Springer-Verlag. New York.
4. Leyser, O. & S. Day. 2003. Mechanisms in plant development. Blackwell Publishing Ltd. Oxford.
Objectives:
After taking this course, students are to be able to (1) explain and analyze ecoentrepreneurship practices from
several regions of the world as one of the instruments to conduct sustainable development, and (2) compose
activity proposals and create ecoentrepreneurship pilot projects that represent student ideas in integrating
conservation and entrepreneurship as one of the instruments to conduct sustainable development.
Discussion Topics:
1. Introduction to ecoentrepreneurship: integration of conservation and entrepreneurship in the context of
sustainable development.
2. Framework and typology of bioentrepreneurs: direction of biology and environmental planners as
ecoentrepreneurs.
89
3. Case studies and best practices of ecoentrepreneurship: Europe, U.S., and Asia.
4. Issues of environmental conservation and composition of competitive ecoentrepreneurship strategies.
5. Socio-ecoentrepreneurship: empowerment of surrounding communities, environmental conservation,
participation, and improvement of welfare in society; case studies of NGO roles.
6. Ecoentrepreneurship: concept and implementation of “Reduce-Reuse-Recycle” in development and
improvement of welfare in society, and environmental conservation.
7. Sustainable agroindustry: product diversification, technology, strengthening the capacity of human
resources, and institutionalism in facing global competition.
8. Standardization of services and products in ecoentrepreneurship.
Literature:
1. Cromie, S., McGowan, P., & Hill, J. (1995). Marketing and entrepreneurship in SMEs: an innovative approach
(Vol. 1). London: Prentice Hall.
2. Steyaert, C., & Hjorth, D. (Eds.). 2008. Entrepreneurship as social change: A third new movements in
entrepreneurship book. Edward Elgar Publishing.
3. Drucker, P. 2014. Innovation and entrepreneurship. Routledge.
4. Schaper, M. (Ed.). 2012. Making ecopreneurs: developing sustainable entrepreneurship. Gower Publishing,
Ltd.
Objectives:
Provision of a picture, theoretical understanding, and skills of plant engineering technologies to students.
Discussion Topics:
Conventional breeding, tissue culture as a technique to result in new plants and hybrids. Shoot-tip culture: rapid
clonal propagation and production of virus-free plants. Isolation, culture, and protoplast fusion; selection of
hybrid cells and regeneration of hybrid plants; hybrid symmetry and asymmetry, cybrids. Culture of anthers,
pollen, and ovaries for the production of haploid plants and homozygote strains. Cryopreservation, growth delay,
and DNA banking for the conservation of germ plasma. Plant transformation technologies: basics of tumor
formation, TI and RI plasmid, DNA transfer mechanism, role of virulent genes, usage of TI and RI as vectors, binary
vectors, usage of 35S and other promotors, genetic markers, usage of gene reporter, gene reporter with intron,
nuclear transfer method, virus vectors and their applications, vector-less or direct DNA transfer, particle
bombardment (electroporation, microinjection, monocot transformation). Application of Plant Transformations
to increase productivity and performance: herbicide resistance, Bt genes, non-Bt genes, and nematode resistance.
Chloroplast transformation: advantages, vectors. Molecular Marker-Assisted Breeding: RFLP, RAPD, STS,
microsatellites, SCAR, SSCP, AFLP, QTL. Green House and Green Home technologies.
Literature:
1. Plant Tissue Culture and its Biotechnological Applications - W. Barz, E. Reinhard, M.H. Zenk.
2. In Vitro Haploid Production of Higher Plants - S. Mohan Jain, S.K. Sopory, R.E. Veilleux.
3. Molecular Biotechnology (4th Edition) - Bernard R. Glick, Jack J. Pasternak and Cheryl L. Patten.
4. Plant Development and Biotechnology-Robert N Trigiano dan Dennis J Gray.
5. Plant, Genes and Crops Biotechnology 2nd ed. – Maarten J Chrispeels and David E Sadava.
6. Plant Biotechnology- Adrian Slater, Nigel Scott and Mark Fowler.
Objectives:
Students are to be able to understand about nutrigenomics and nutrigenetics toward personal nutrition, nutrition
that control genes related to disease, regulation of metabolic and degenerative diseases, biomarkers and
biopeptides related to metabolism in the body, ELSI, and nutritional genomics in the food industry.
Discussion Topics:
1. Introduction: Nutrigenomics vs Nutrigenetics
2. Nutritional Genomics: Towards Personalized Nutrition
3. Nutrient Regulation of Gene Expression: Nutrigenomics
4. Mono-Genomic nutritional associated diseases
5. Nutrient Regulation of Insulin Gene
6. Nutrition and Regulation of Cancer Genes
7. Nutrigenetic Approach for Studying Obesity
8. Lipid Metabolism: Apo-lipoproteins and Gene-Diet Interaction
9. Nutrition and Immune system
10. Phytochemicals and Gene Expression
11. Beyond Genomics: Metabolomics, Proteomics, and the Microbiome
12. Biopeptides and Biomarkers
13. Ethical and Legal Considerations in Nutritional Genomics
14. Nutritional Genomics and the Food Industry
Literature:
1. Simopoulos A.P & Ordovas J.M. 2004. Nutrigenetics and Nutrigenomics. KARGER Medical Scientific
Publisher.ISBN-13: 978-3805577823.
2. Lynnette R. Ferguson. 2013. Nutrigenomics and Nutrigenetics in Functional Foods and Personalized
Nutrition. CRC Press. Taylor & Francis Group.ISBN-13: 978-1439876800.
3. Gerald Rimbach & Jürgen Fuchs. 2005. Nutrigenomics (Oxidative Stress and Disease). CRC Press. Taylor &
Francis Group.ISBN-13: 978-0824726638.
4. Martin Kohlmeier. 2013. Nutrigenetics: Applying the Science of Personal Nutrition. AP Elsevier.ISBN-13:
978-0123859006.
5. Wayne R. Bidlackand Raymond L. Rodriguez. 2011. Nutritional Genomics: The Impact of Dietary Regulation
of Gene Function on Human Disease. CRC Press. Taylor & Francis Group.ISBN-13: 978-1439844526.
6. C Bouchard and, JM Ordovas. 2012. Recent Advances in Nutrigenetics and Nutrigenomics, Volume 108
(Progress in Nucleic Acid Research). AP Elsevier.ISBN-13:978-0123983978.
7. Jim Kaput and Raymond L. Rodriguez Nutritional Genomics: Discovering the Path to Personalized Nutrition.
2006. John Wiley & Sons. ISBN-13: 978-0471683193.
Objectives:
After taking this course, students are to be able to explain regarding various immune and immune system
responses in relation to disease prevention, and to describe the latest techniques for immunochemical analysis.
Discussion Topics:
91
Immunology from the aspects of chemistry, covering characteristics of antigens, antibodies, the immune system,
immune cells, and immunoglobulin (protein structure and immunoglobulin class), hybridoma technique
(immunization, fusion, screening, and cloning), immunoelectromicroscopy, preparation of polyclonal antibodies
for test animals, immunization techniques, immunoblotting techniques, determining antigen quality and quantity,
genetic diversity of antibodies, monoclonal antibody purification technique (with affinity chromatography,
koncanafalin antibodies of supernatant cells, protein A, protein G), immunoprecipitation and immunodiffusion,
application of immunochemistry in protein analysis, and immunoelectrophoresis. This course also involves
learning of the method of differentiating hematopoietic cells with staining of monoclonal antibodies with usage
of flow cytometry as the analysis tool.
Literature:
1. Murphy, K, Travers, P., Walport, M. 2008. Immunobiology. Garland Science.
2. Shetty, N.,2005, “Immunology, Introductory Textbook”, New Age International (P) Ltd Publishers, New Delhi.
3. Burns, R., 2005, “Immunochemical Protocols; 3rd edition, Humana Press, New Jersey.
4. Fuller GM and Shields D. 1998. Molecular Basis of Medical Cell Biology. Prentice Hall International, Inc.
New York.
5. Charles A.J. and Paul Travers, Mark Walport, and Mark Shlomchik. 2000 Immunobiology fifth edition.
6. Goldsby, Kindt, and Osborne. 2000. Kuby Immunology, 4th Edition, W.H. Freeman Publisher.
7. Narin, B. Microbiology and Immunology. Thomson Gale Group, Inc. USA.
8. Paul, W.E. 2003. Fundamental Immunology. 5th Ed. Lippincott Williams & Wilkin Publisher.
9. Virella, G. 2001. Medical Immunology. Fifth ed. Marcell Dekker Inc., New York.
Objectives:
After taking this course, students are to be able to apply the basic principles of microscopy to study in depth or
expand the science of Biology or Applied Biology.
Discussion Topics:
Basic principles and applications of light microscopes (basic components of microscopes, image formation, lens
aberration, diffraction, refraction, resolution, Koehler illumination); Contrast system in light microscopes (Bright
Field, Phase Contrast, Differential Interference Contrast (DIC), Dark Field, & Polarized Light Microscopy); Basic
principles and applications of fluorescent microscopes (basic principle of fluorescence, fluorochrome);
Photomicrography technique; Basic principles and applications of Confocal Laser Scanning Microscopy; Basic
principles and applications of electron microscopes.
Literature:
1. Rubbi, C.P. 1994. Light Microscopy: Essential Data. Chichester, John Wiley & Sons.
2. Taylor, D.L. and Wang, Yu-Li. 1989. Fluorescence Microscopy of Living Cells in Culture. San Diego Academic
Press.
3. Davidson, Michael W. and Murphy, Douglas B. 2013. Fundamentals of light microscopy and electronic
imaging. Wiley-Blackwell, New Jersey.
4. John J. Bozzola and Lonnie D. Russell. 1998. Electron Microscopy: Principles and Techniques forBiologist.
Jones and Bartlett Publishers, Massachusetts.
Brief Description:
92
Explanation of cellular and molecular pathways in the development of neoplasia and the development of
technologies in cancer prevention and therapy.
Objectives:
After taking this course, students are to be able to apply the molecular mechanisms of cancer in prevention
strategies and therapy development.
Discussion Topics:
Introduction (basic principle and conceptual framework of cancer, diet, environmental factors and cancer; Virus
tumor, growth factor and oncogenes, signal transduction, tumor suppressor gene, cell cycle, p53, apoptosis;
Immortalization of cells and tumorigenesis; Angiogenesis, invasion, and metastasis; Tumor immunity,
immunosurveillance, immunotherapy.
Literature:
1. Lauren Pecorino. 2005. Molecular Biology of Cancer. Oxford University Press, USA.
2. Max Watson. 2006. Oncology. Oxford University Press, USA.
3. Hans-Olov Adami, David Hunter, and Dimitios Trichopoulos. 2008. Textbook of Cancer Epidemiology. Oxford
University Press, USA.
Objectives:
After taking this course, students are to master and be able to compose clinical testing protocols for herbal
medicine (jamu) research.
Discussion Topics:
Introduction (philosophy, local culture and wisdom, legal bases, scope of discussion, terminology); research of
herbal medicines based on service to the people; Regulatory Framework of clinical testing; principles of good
clinical practices (GCP); clinical testing documents; preparation of participants in clinical testing; Informed
Consent; facilities in clinical testing.
Literature:
1. Susan and Jane Beers. 2001. Jamu The Ancient Indonesian Art of Herbal Healing. Periplus Edition (HK) Ltd,
USA.
2. World Health Organization.2000. General Guidelines for Methodologies on Research and Evaluation of
Traditional Medicine. Geneva: World Health Organization.
3. World Health Organization. 2003. WHO Guidelines on Good Agricultural and Collection Practices (GACP) for
Medicinal Plants. Geneva: World Health Organization.
4. World Health Organization. 2007. WHO Guidelines on Good Manufacturing Practices (GMP) for Herbal
Medicines. Geneva: World Health Organization.
5. World Health Organization. 2002. WHO Guidelines on Good Clinical Research Practices (GCP) for Herbal
Medicines. Geneva: World Health Organization.
6. Benzie I.F.F. and Wachtel-Galor S. 2011. Herbal Medicine: Biomolecular and Clinical Aspects. 2nd edition.
Boca Raton (FL), CRC Press.
93
CHAPTER XIII
DOCTORAL STUDY PROGRAM OF BIOLOGY
The Doctoral Study Program of Biology is one of the leading doctoral programs in Brawijaya University that was
opened based on the Decree of the Minister of National Education Number 162/D/O/2010 on the Organization
of the Doctoral Study Program of Biology at Brawijaya University, and was opened in the 2010/2011 academic
year. The Study Program has two concentrations, which are Biological Conservation (Bioconservation) and
Bioengineering with a variety of leading national and international research.
The vision of the Doctoral Study Program of Biology is “To become a leading center of doctoral education and
center of knowledge development that is oriented to biological conservation through efforts of exploration,
modeling, planning, and engineering of biology in the year 2025”.
According to the vision, the Doctoral Study Program of Biology has the mission to serve the society of Indonesia
and humanity in general through the best programs to:
Based on the vision and missions, the Doctoral Study Program of Biology has these objectives, among others:
229
1. To result in doctors who have biological viewpoints (wisdom) in all aspects of thinking, and are able to
design and apply biological concepts in society that are oriented to conservation to respond to the
problems of society.
2. To result in doctors who are able to develop major roles in their fields of expertise, are able to uncover
and discover new knowledge and to participate actively in developing biological ideas and concepts to
solve problems in society.
3. To result in doctors who are innovative and able to organize research in their fields of expertise by
empowering human resources and facilities that are related to the research activities.
4. To result in doctors who possess good academic profiles, hold ethics in high regard, and are able to
cooperate with their environments.
230
The Doctoral Study Program of Biology is an educational program based on research with emphasis on
laboratory and/or field activities to compose a dissertation. The study load of the program is established
according to 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, as explained below:
• For students of doctoral programs whose Master’s education is of biological science or related fields,
the doctoral program may be completed in at least 6 semesters and at most 14 semesters with a
credit load of at least 42 credits composed of the dissertation (24 credits), core courses of the
doctoral program (Philosophy and Research Methods of Biological Science, 3 credits), dissertation-
supporting courses (at least 9 credits), and institutional courses of UB (6 credits).
• For students of doctoral programs whose Master’s education is not of biological science or related
fields, the doctoral program may be completed in at least 6 semesters and at most 14 semesters
with a credit load of at least 52 credits of core courses of the doctoral program (Philosophy and
Research Methods of Biological Science, 3 credits), dissertation-supporting courses (at least 9
credits), and institutional courses of UB (6 credits), and courses or other assignment forms given by
the promotor to supplement and strengthen student understanding toward principles of biological
science that are important to be mastered for smooth progression of the dissertation (10 credits).
In general, for the completion of doctoral education in the program, students follow the academic
procedure as illustrated in Figure 13.1, while the credit load, course details, course descriptions, and lecturers of
the study program are presented throughout Tables 13.1-13.4.
232
DOCTORAL
STUDENTS OF
BIOLOGY
Philosophy and
Dissertation Preparedness Dissertation-Supporting
Research Methods
Seminar (Qualification Courses (at least 9 credits)
of Biological
Science (Proposal Seminar, 0 credits)
UB Institutional Courses (6
Draft, 3 credits)
credits)
Progress
Execution of Dissertation
Seminar
Research (8 credits)
Int’l. Publication (4
Seminar (2 Research Results Seminar credits)
credits) (2 credits)
Graduation
Course Descriptions
5 MAB92036 English for 2 This course involves the study of the application of English
Academic language knowledge to compose scientific papers or articles for
Purposes international publications and seminars. This course also
contains lessons for improving the listening and speaking
competences of students of the program in disseminating the
results of their research in international seminar forums and
establishing networks among relevant association members.
6 MAB92037 Composition 2 This course involves the study of the creation of literature
Method for reviews from reputable literature, the process of composing
International articles for international journals, and advice for becoming
Journal accepted by reputable international journals. This course
Publication instructs students of the program to possess the spirit and
motivation to create scientific works that can be accepted and
published in reputable international journals. Students are
required to learn how to review reputable journals and compose
234
all stages of a journal article according to the guidelines of
reputable international journals.
8 MAB90039 Dissertation 2 This course is for the evaluation and improvement of the
Proposal dissertation research proposal of students of the program after
Seminar they have passed the qualification examination and the proposals
have been approved by the supervising team. Students present
the research proposal in the presence of three members of the
supervising team and three examiners in an open seminar forum.
The passing of the Dissertation Proposal Seminar and the
dissertation proposal that has been revised and approved by the
supervising team become the requirements for students of the
program to conduct the dissertation research.
9 MAB90041 International 2 Students of the program who have conducted the dissertation
Seminar research are required to publish the results of their research in
an International Seminar according to the stipulations
established by Brawijaya University. The paper for the
international seminar is required to be published in a proceeding.
Publication in an international seminar becomes one of the
outputs that indicate the competence of students of the program
to elaborate knowledge to result in new knowledge,
formulations, or methods that are recognized according to
international scientific concepts.
10 MAB90042 International 4 Students of the program who have conducted the dissertation
Journal research are required to publish the results of their research in
Publication an International Journal according to the stipulations established
235
by Brawijaya University. International journal publication
becomes one of the outputs that indicate the competence of
students of the program to elaborate knowledge to result in new
knowledge, formulations, or methods that are recognized
according to international scientific concepts.
12 MAB90044 Dissertation 2 This course is for evaluating and ensuring that the complete
Content draft of the dissertation meets the guidelines and evaluation
Appropriateness format as the work of a doctoral candidate according to KKNI
Examination Level 9. The draft of the dissertation must comprise a high-quality
complete work seen from the systematics, language, and data
fullness and validity with a comprehensive and transdisciplinary
discussion and supported by relevant and contemporary
references. The dissertation draft that is appropriate for the
dissertation final examination must be approved by the
supervising team and the examining team. This is to avoid many
occurrences of major revisions to the dissertation after the
dissertation final examination.
E. Lecturers
Table 13.4 Names of Lecturers of the Doctoral Study Program of Biology
Academic Academic
No. Name of Lecturer Field of Discipline E-mail
Position Degrees
1 Sutiman Bambang Full Drs. Cellular Biology and sutiman@ub.ac.id
Sumitro Professor S.U. Nano Biology
D.Sc.
2 Estri Laras Arumingtyas Full Ir. Molecular Biology/ laras@ub.ac.id
Professor M.Sc.St. Plant Molecular
Dr. Genetics
236
3 Fatchiyah Full Dra. Nutrigenomics/ fatchiya@ub.ac.id
Professor M.Kes. Ph.D. Cancer Mechanisms
4 Muhaimin Rifa`i Full S.Si. Immunology rifa123@ub.ac.id
Professor Ph.D.Med.Sc
5 Widodo Full S.Si. Cancer Biology widodo@ub.ac.id
Professor M.Si.
Ph.D.Med.Sc.
6 Moch. Sasmito Djati Full Ir. Reproductive msdjati@ub.ac.id
Professor M.S. Biotechnologies
Dr.
7 Amin Setyo Leksono Full S.Si. Entomology amin28@ub.ac.id
Professor M.S.
Ph.D
8 Luchman Hakim Full S.Si. Ecotourism luchman@ub.ac.id
Professor M.Agr.Sc.
Ph.D.
9 Aulanni’am Full drh. Biochemistry aulani@ub.ac.id
Professor DES.
Dr.
10 Sri Rahayu Associate Dra. Animal srahayu@ub.ac.id
Professor M.Kes. Reproduction
Dr. Biology
11 Serafinah Indriyani Associate Dra. Plant Structure and s.indriyani@ub.ac.id
Professor M.Si. Development
Dr.
12 Wahyu Widoretno Associate Dra. Plant Tissue widoretno@ub.ac.id
Professor M.S. Physiology &
Dr. Culture
13 Nunung Harijati Associate Dra. Plant Physiology harijati@ub.ac.id
Professor M.S.
Ph.D.
14 Suharjono Associate Drs. Environmental calistus@ub.ac.id
Professor M.S. Microbiology
Dr.
15 Jati Batoro Associate Drs. Classical Taxonomy/ j_batoro@ub.ac.id
Professor M.S. Ethnobiology
Dr.
16 Endang Associate Dra. Biodiversity e-arisoe@ub.ac.id
Arisoesilaningsih Professor M.S. Ecophysiology
Dr.
17 Catur Retnaningdyah Associate Dra. Waterway catur@ub.ac.id
Professor M.Si. Ecosystems
Dr.
18 Agung Pramana Warih Associate Drs. Animal agung_pramana@ub.ac.id
Marhendra Professor M.Si. Reproduction
Dr.
19 Nia Kurniawan Associate S.Si. Herpetology and wawan@ub.ac.id
Professor M.P. Evolution
D.Sc
20 Retno Mastuti Assistant Ir. Plant Tissue Culture mastuti7@ub.ac.id
Professor M.Agr.Sc.
D.Agr.Sc.
237
21 Sri Widyarti Assistant Dra. Proteomics swid@ub.ac.id
Professor M.Si.
Dr.
22 Tri Ardyati Assistant Dra. Microbiology triardy@ub.ac.id
Professor M.Agr.
Ph.D.
23 Aminatun Munawarti Assistant Dra. Plant Biotechnology aminatun@ub.ac.id
Professor M.Si. aminatun_m@yahoo.co.id
Dr.
24 Zulfaidah Penata Assistant S.Si. Biological Controls gama@ub.ac.id
Gama Professor M.Si.
Ph.D.
25 Dr. Bagyo Yanuwiadi Assistant Drs. Biological Controls yanuwiadi@ub.ac.id
Professor Dr.
26 Sofy Permana Assistant Drs. Cellular Biology sofy_bio@ub.ac.id
Professor M.Sc.
D.Sc
27 Rodiyati Azrianingsih Assistant S.Si. Plant rodiyati@ub.ac.id
Professor M.Sc. Biosystematics
Ph.D.
28 Irfan Mustafa Assistant S.Si. Environmental irfan@ub.ac.id
Professor M.Si. Microbiology
Ph.D.
29 Dian Siswanto Assistant S.Si. Plant Physiology diansiswanto@ub.ac.id
Professor M.Si. and
M.Sc. Phytoremediation
Ph.D.
30 Yoga Dwi Jatmiko Assistant S.Si. Food Microbiology jatmiko_yd@ub.ac.id
Professor M.App.Sc.
Ph.D.
238
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
269
Trisnawati Faronika, A.Md. Ngadiyono
NIP. 19820113 200604 2 001 NIP. 19650101 200701 1 004
Educational Data Processor Educational Facilities Manager
trisna@ub.ac.id ngadiyono@ub.ac.id
trisna.vro@gmail.com
270
Miming Triya Firmanto, A.Md. Nurul Yakin
NIP. 19770501 200910 1 001 NIP. 19820428 200910 1 001
Educational Data Processor Building and Lawn Caretaker
masmink@ub.ac.id n_yakin@ub.ac.id
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
273
Drs. Aris Soewondo, M.Si. Ir. Retno Mastuti, M.Agr.Sc.,
NIP. 19641122 199002 1 001 D.Agr.Sc.
soewondo@ub.ac.id NIP. 19650509 199002 2 001
arisswnd@gmail.com mastuti7@ub.ac.id
Animal Structure and rmastuti@yahoo.com
Development Plant Tissue Culture
274
Rodiyati Azrianingsih, S.Si., Zulfaidah Penata Gama, S.Si.,
M.Sc., Ph.D. M.Si., Ph.D.
NIP. 19700128 199412 2 001 NIP. 19720201 199702 2 001
rodiyati@ub.ac.id gama@ub.ac.id
Plant Systematics zulfaidah@yahoo.com
Entomology and Biological Controls
275
Yoga Dwi Jatmiko, S.Si., Irfan Mustafa, S.Si., M.Si.,
M.App.Sc., Ph.D. Ph.D.
NIP. 19810510 200501 1 002 NIP. 19781231 200801 1 021
jatmiko_yd@ub.ac.id irfan@ub.ac.id
yjatmiko@yahoo.com irmuss@yahoo.com
Food Microbiology Environmental Microbiology
276
LIST OF NAMES AND E-MAIL ADDRESSES
OF EDUCATIONAL STAFF
DEPARTMENT OF BIOLOGY
277
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. Dr. Ir. Adam Wiryawan, M.S.
NIP. 19520412 198002 1001 NIP. 19580621 198403 1 004
chanif@ub.ac.id adammipa@ub.ac.id
chanifmahdi@gmail.com Analytical Chemistry
Biochemistry
279
Drs. Suratmo, M.Sc. Drs. Sutrisno, M.Si.
NIP. 19630706 199002 1 002 NIP. 19620318 199002 1 001
ratmo_r@ub.ac.id tris_mc@ub.ac.id
suratmoub@gmail.com Biochemistry
Organic Chemistry
280
Darjito, S.Si., M.Si. Dr. Elvina Dhiaul Iftitah, S.Si.,
NIP. 19700708 199503 1 001 M.Si.
darjito@ub.ac.id NIP. 19720419 199702 2 001
darjito_chem@ub.ac.id vin_iftitah@ub.ac.id
darjito@gmail.com vin_iftitah@yahoo.com
Inorganic Chemistry Organic Chemistry
281
Zubaidah Ningsih AS, S.Si., Anna Safitri, S.Si., M.Sc., Ph.D.
M.Phil., Ph.D. NIP. 19800813 200502 2 008
NIP. 19790524 200312 2 002 a.safitri@ub.ac.id
zubaidah@ub.ac.id cesqee@yahoo.com
Physical Chemistry Biochemistry
282
LIST OF NAMES AND E-MAIL ADDRESSES
OF EDUCATIONAL STAFF
DEPARTMENT OF CHEMISTRY
283
Ernawati Sukardi, S.I.Kom. Didik Siswanto
NIP. 19750507 200701 2 030 NIP. 19790416 200701 1 001
Education Program Manager Office Manager
ernawati_s@ub.ac.id didik_chem@ub.ac.id
erna_nanik@yahoo.com
284
LIST OF NAMES AND E-MAIL ADDRESSES OF PERMANENT LECTURERS
DEPARTMENT OF PHYSICS
FACULTY OF MATHEMATICS AND NATURAL SCIENCES, BRAWIJAYA UNIVERSITY
285
Prof. Dr. rer.nat. Muhammad Prof. Drs. Adi Susilo, M.Si.,
Nurhuda Ph.D.
NIP. 19640910 199002 1 001 NIP. 19631227 199103 1 002
mnurhuda@ub.ac.id susilo.adi642@gmail.com
Computational Physics Geophysics Exploration and Disaster
Mitigation
286
Dr. Eng. Agus Naba, S.Si., M.T. Chomsin Sulistya Widodo, S.Si.,
NIP. 19720806 199512 1 001 M.Si., Ph.D.
anaba@ub.ac.id NIP. 19691020 199512 1 002
agusnaba@gmail.com chomsin@ub.ac.id
Computational Physics Medical Physics
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]
288
LIST OF NAMES AND E-MAIL ADDRESSES
OF EDUCATIONAL STAFF
DEPARTMENT OF PHYSICS
Purnomo Sahri
NIP. 19661212 199303 1 001 NIP. 19690930 199403 1 001
Senior Executive Education Executive Archivist
Laboratory Manager sahri_fis@ub.ac.id
purnomo1966@ub.ac.id sahri_s@ymail.com
purnomo1966@yahoo.com
289
LIST OF NAMES AND E-MAIL ADDRESSES OF PERMANENT LECTURERS
DEPARTMENT OF MATHEMATICS
FACULTY OF MATHEMATICS AND NATURAL SCIENCES, BRAWIJAYA UNIVERSITY
290
Drs. Bambang Sugandi, M.Si. Drs. Abdul Rouf Alghofari,
NIP. 19590515 199203 1 002 M.Sc., Ph.D.
bamsugan@ub.ac.id NIP. 19670907 199203 1 001
Algebra abdul_rouf@ub.ac.id
alghofari@yahoo.com
Algebraic Analysis
Syaiful Anam, S.Si., MT., Ph.D. Dr. Sa`adatul Fitri, S.Si., M.Sc.
NIP. 19780115 200212 1 003 NIP. 19800814 200501 2 004
syaiful@ub.ac.id saadatulfitri@ub.ac.id
syaifulanam2000@yahoo.com Analysis
Industrial and Financial
Mathematics
291
Indah Yanti, S.Si., M.Si. Corina Karim, S.Si., M.Si., Ph.D.
NIP. 19791129 200501 2 002 NIP. 19830222 200912 2 002
indah_yanti@ub.ac.id co_mathub@ub.ac.id
Modeling and Simulation co_mathbu@yahoo.com
292
LIST OF NAMES AND E-MAIL ADDRESSES
OF EDUCATIONAL STAFF
DEPARTMENT OF MATHEMATICS
293
LIST OF NAMES AND E-MAIL ADDRESSES OF PERMANENT LECTURERS
DEPARTMENT OF STATISTICS
FACULTY OF MATHEMATICS AND NATURAL SCIENCES, BRAWIJAYA UNIVERSITY
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
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
295
LIST OF NAMES AND E-MAIL ADDRESSES
OF EDUCATIONAL STAFF
DEPARTMENT OF STATISTICS
296