Email this article 
An Analysis of Curriculum Development for Doctoral Program of Educational Technology with Graduates' Work Experiences
Abstract
Abstract: This study aimed to analyze the responses of Educational Technology graduates to the curriculum development of the educational technology doctoral program used at the State University of Malang. This research used descriptive analysis techniques using statistics and data visualization. The research subjects were 78 respondents, who had work experience start from under five years until over 20. This study found that graduates of the doctor of educational technology program tend to consider (1) Quality of graduates; (2) The needs of the world of work; (3) Vision and Mission of the curriculum; (4) The number of tuition fees. This study's findings are useful for improving the university's strategy to produce doctoral program graduates who can compete and answer the challenges of the industrial revolution 4.0.
Abstrak: Penelitian ini bertujuan untuk menganalisis tanggapan lulusan Teknologi Pendidikan terhadap pengembangan kurikulum program doktor teknologi pendidikan yang digunakan di Universitas Negeri Malang. Penelitian ini menggunakan teknik analisis deskriptif dengan menggunakan statistik dan visualisasi data. Subjek penelitian berjumlah 78 responden, yang memiliki pengalaman kerja mulai dari usia di bawah lima tahun hingga di atas 20 tahun. Hasil penelitian ini menemukan bahwa lulusan program doktor teknologi pendidikan cenderung mempertimbangkan (1) Kualitas lulusan; (2) Kebutuhan dunia kerja; (3) Visi dan Misi kurikulum; (4) Jumlah biaya kuliah. Temuan penelitian ini berguna untuk meningkatkan strategi universitas untuk menghasilkan lulusan program doktor yang mampu bersaing dan menjawab tantangan revolusi industri 4.0Keywords
Full Text:
PDFReferences
ECT. (2012). AECT Standards 2012 version. Association for Educational Communications and Technology, 1(2008), 1–3.
Azis, M., Suhartadi, S., & Muladi, M. (2017). Studi Implementasi Kurikulum 2013 Ditinjau dari Kegiatan Pembelajaran pada Paket Keahlian Teknik Komputer dan Jaringan pada SMK Kota Malang. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2(1), 105–112.
Direktorat Jenderal Pendidikan Tinggi Kementerian Pendidikan dan Kebudayaan. (2014). Buku Kurikulum Pendidikan Tinggi.
Gosper, M., & Ifenthaler, D. (2014). Curriculum Models for the 21st Century; Using Learning Technologies in Higher Education. Springer. https://doi.org/10.1007/978-1-4614-7366-4
Hussain, A., Dogar, A. H., Azeem, M., & Shakoor, A. (2011). Evaluation of Curriculum Development Process. International Journal of Humanities and Social Science, 1(14), 263–271. http://www.ijhssnet.com/journals/Vol_1_No_14_October_2011/34.pdf
Ilie, M. D. (2013). A Hyper-Rationalistic Model for Curriculum Development: First Draft. Procedia - Social and Behavioral Sciences, 76(0), 383–387. https://doi.org/10.1016/j.sbspro.2013.04.132
Jung, J. (2018). Learning Experience and Perceived Competencies of Doctoral Students in Hong Kong. Asia Pacific Education Review, 19(2), 187–198. https://doi.org/10.1007/s12564-018-9530-0
Khodijah, N., Febriyanti., Annur, S., & Haitami, N. (2016). Ketepatan Penyusunan Kurikulum Prodi MPI Fakultas Ilmu Tarbiyah dan Keguruan UIN Raden Fatah Dikaitkan Dengan KKNI, SN-DIKTI, dan Panduan Penyusunan Kurikulum Pendidikan Tinggi Tahun 2014. Journal of Islamic Education Management, 2(1), 80–100.
Kumar, B. S., & Antonenko, P. (2014). Supporting professional doctoral students in development conceptual frameworks. TechTrends, 58(4), 54–61.
Lin, E. S., & Chiu, S. Y. (2014). Can a Doctoral Degree be Completed Faster Overseas than Domestically? Evidence from Taiwanese Doctorates. Higher Education, 68(2), 263–283. https://doi.org/10.1007/s10734-013-9711-z
Osei, C., Dontwi, I., Otchere, K., & Singye, A. (2015). Curriculum relevance and graduate career: a tracer study of Cemba, Cempa and industrial mathematics graduates. Journal of Science and Technology (Ghana), 35(2). https://doi.org/10.4314/just.v35i2.9
Pull, K., Pferdmenges, B., & Backes-Gellner, U. (2016). Composition of Junior Research Groups and PhD Completion Rate: Disciplinary Differences and Policy Implications. Studies in Higher Education, 41(11), 2061–2077. https://doi.org/10.1080/03075079.2015.1007941
Saunders-Smits, G., & de Graaff, E. (2012). Assessment of Curriculum Quality Through Alumni Research. European Journal of Engineering Education, 37(2). https://doi.org/10.1080/03043797.2012.665847
Shin, J. C., Postiglione, G. A., & Ho, K. C. (2018). Challenges for Doctoral Education in East Asia: A Global and Comparative Perspective. Asia Pacific Education Review, 19(2), 141–155. https://doi.org/10.1007/s12564-018-9527-8
Sim, J., & Waterfield, J. (2019). Focus Group Methodology: Some Ethical Challenges. Quality and Quantity, 53(6), 3003–3022. https://doi.org/10.1007/s11135-019-00914-5
Suwandi, S. (2014). Pengembangan Kurikulum Program Program Doktor Ilmu Pendidikan : Pendidikan Berbasis Capaian. Seminar Nasional.
Tassone, V. C., O’Mahony, C., McKenna, E., Eppink, H. J., & Wals, A. E. J. (2018). (Re-)Designing Higher Education Curricula in Times of Systemic Dysfunction: A Responsible Research and Innovation Perspective. Higher Education, 76(2), 337–352. https://doi.org/10.1007/s10734-017-0211-4
Voogt, J., & Roblin, N. P. (2012). A Comparative Analysis of International Frameworks for 21st Century Competences: Implications for National Curriculum Policies. Journal of Curriculum Studies, 44(3). https://doi.org/10.1080/00220272.2012.668938
DOI: http://dx.doi.org/10.17977/jptpp.v6i2.14497
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Dedi Kuswandi, Citra Kurniawan, Fikri Aulia, Muhammad Zidni Ilman Nafi'a, Lu'luil Maknuunah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang
|
