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SELF ASSESSMENT REPORT
TABLE OF CONTENT Page
I. INTRODUCTION
1.1. Executive Summary ................................................................... 1.2. Organization of the Self-Assessment ........................................ 1.3. Brief Description of the University, Faculty, and Department ....
1 1 2 3
II. AUN-QA CRITERIA REQUIREMENTS
2.1. Expected Learning Outcomes .................................................... 2.2. Program Specifications ............................................................... 2.3. Program Structure and Content .................................................. 2.4. Teaching and Learning Strategy .................................................. 2.5. Student Assessment .................................................................. 2.6. Academic Staff Quality ............................................................... 2.7. Support Staff Quality ................................................................... 2.8. Student Quality ............................................................................ 2.9. Student Advice and Support ....................................................... 2.10. Facilities and Infrastructure ......................................................... 2.11. Quality Assurance of Teaching and Learning Process ................ 2.12. Staff Development Activities ........................................................ 2.13. Feedback Stakeholders ............................................................... 2.14. Output .......................................................................................... 2.15. Stakeholder Satisfaction .............................................................
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10 12 19 23 27 31 34 38 39 45 48 49 52 55
III. STRENGTHS AND WEAKNESSES ANALYSIS
3.1. SWOT Analysis ........................................................................... 3.2. Improvement Plan .....................................................................
58 60
IV. APPENDICES 4. 1. Glossary ..................................................................................... 4.2. List of Appendices .....................................................................
62 63
1
I. INTRODUCTION
I.1. Executive Summary
“Self Assessment Report” document is prepared for the ASEAN University Network –
Quality Assurance (AUN-QA) Assessment for the Study Program of Agronomy and
Horticulture (SP-AGH) in the Bachelor Degree (Sarjana; undergraduate) offered by the
Department of Agronomy and Horticulture (Dept. Of AGH), Faculty of Agriculture, Bogor
Agricultural University (IPB, Institut Pertanian Bogor).
This document consist of introduction of institusional host (Bogor Agricultural
University; Faculty of Agriculture; Department of Agronomy and Horticulture), Self
Assessment Report according to AUN-QA criteria (15 criteria), Strengths and Weaknesses
Analysis, and Improvement Plan.
IPB establishment in 1963, right now consists of 9 Faculties and 38 Departments.
The IPB student body in 2011 is 25,629 students. IPB is supported by 1,246 active lecturers,
which consisted of 12 % professors, 44 % PhD, 33% Masters, and 11% undergraduate.
Faculty of Agriculture has 4 departments, namely Department of Agronomi dan Horticulture,
Department of Soil and Land Resouce, Department of Plant Protection and Department of
Landscape Architecture. Dept. of AGH has sertified and implemented ISO 9001:2008 since
2010.
SP-AGH has objective to have graduates as a Bachelor degree who is able to
manage the plant production unit optimally by applying science and technology in
sustainable agricultural systems. The competency is formulated based on Indonesian
Qualification Framework (IQF) which consist of three categories, i.e. : 1) Capability of the
workforce; 2) The scope of the workforce in accordance of their expertise and 3) Managerial
competence. Those three categories have eleven learning outcomes (LO). These learning
outcomes basically are emphasized on 1) basic knowledge, 2) technical knowledge and
competences, and 3) softskills.
SP-AGH is full time mode of study, established in 2005, however previously has
established since 1963. The period of study set for 8 semester (4 years) with credits
requirement 144. SP-AGH has been accredited A by National Accreditation Board. SP-
AGH accept around 170 students per academic year.
The structure of program of SP-AGH has 31 credits (21.5%) as general/university
courses, 30 credits (20.1%) as interdepartmental/faculty specific, 68 credits (47.2%) as major
courses, and 15 credits (10.4%) as minor/suporting courses. Each courses contributes to
2
achievement of certaint LO. Every course is accompanied by Learning Program Outlines
(GBPP) and a plan for teaching and learning activities (SAP). Besides lecturing method,
some courses have been implementing Student Centered Learning (SCL) approach. Some
students have participated in a student exchange/mobility program. The teaching and
learning process is evaluated through GBPP and SAP review, form of evaluation process of
the course, and EPBM (Evaluation on Teaching and Learning Process). Student
assessment on all courses in a semester is presented in a student’s academic record
(transcript) that inform grade of each subject taken by the student, GPA (Grade Point
Average) and CGA (Cummulative Grade Point) that will determine the status of Student
Study Continuation. Every student has academic supervisor since enter the SP-AGH and a
supervisor for his/her final project.
There are 65 full time and qualified academic staffs at the Dept. of AGH with 85 %
among them hold a PhD degree and 18.5% (12 persons) as Professors. Dept. of AGH has
42 support staffs, consist of 25 permanent and 17 non-permanent staff. Academic facilities
and infrastructure includes classroom, discussion room, seminar room, laboratorium,
experimental field, library, computers, medical facilities, student dormitories and international
dormitory.
New students selection has 5 (five) entry schemes, namely: 1) National Admission
Selection for Public University (SNMPTN) by Invitation scheme; 2) SNMPTN by Test
scheme; 3) Special Invitation for high school graduates who won national or international
awards (PIN); 4) Independent Talent Based Examination (UTM); and 5) Local Government
Scholarship (BUD).
Quality assurance at the university level is organized yearly by internal audits at IPB
level (Office for Internal Audit) which includes education aspect, management, properties
and facilities, using nasional, university, and departmental SOP as standards. The audit
system in Departemen level was also anually performed internally and externally as
requirement for ISO 9001:2008. Dept of AGH assure the quality of its graduates by regularly
performed curriculum evaluation, continuously encourage all academic staffs to sustain to
the latest development in sciences, continuously improving learning facilities, and developing
programs to increase soft skills.
Stakeholders feedback is assessed from students, alumnae, academic staff, support
staff, and alumnae work place through some evaluation instruments. The incoming feedback
is taken into consideration to improve service for a better stakeholder satisfaction and for the
3
study program improvement, including teaching and learning methods, process and
curicullum review.
1.2. Organization of the Self-Assessment
Head of Dept. of AGH appointed the Team for preparing document and other related
activities regarding the Assessment applying to the Asean University Network for Quality
Assurance (AUN-QA). The team consist of Steering Committee (head of division and
Professor who has experience as assessor at BAN-PT), task force team for preparing Self
Assessment Report (SAR) and related documents, resource person from related units, and
supporting team. The preparation for international accreditation has been started since 2010,
with some initial activities.
The task force team consist of 12 (twelve) academic staffs of Dept. of AGH. They
divided in 4 working goups according to related criteria of AUN-QA, i.e.: 1) Criteria 1, 2, and
3; 2) Criteria 4, 5, 9, and 11; 3) Criteria 6, 7, 10, 12; and 4) Criteria 8, 13, 14, 15.The task
force team working with fully supported by Head of Department, and supervised and
facilitated by IPB Quality Assurance Office.
1.3. Brief Description of the University, Faculty, and Department
1.3.1. Bogor Agricultural University
Bogor Agricultural University (Institut Pertanian Bogor, IPB) has vision for 2025,
which declare "To become a leading research-based university in the world with the
major competence in tropical agriculture, biosciences, and possessing
entrepreneurial characteristics". The mission of the University are: 1) Conducting high
quality higher education and comprehensive supervision of students for the purpose of
promoting the nation's competitiveness; 2) Developing science and technology based on the
current needs of the communities and the future trends; 3) Building a system of higher
education management having the characteristics of entrepreneurship, effectiveness,
efficiency, transparency and accountability; 4) Promoting the formation of civil society on the
basis of truth and human rights.
We are very optimistic to achieve this vision and mision since IPB has systemic
continous improvement program, either in education, research and in comunity service. IPB
has already internalise the quality statement, namely: Trough high commitment to the
quality, high efficiency and accountability, IPB produces graduates who competent
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and relevant to science, technology and arts for community welfare. To ensure this
quality statement can be implemented in all activities at the university, IPB has established
Quality Management ofice.
IPB consists of 9 Faculties and 38 Departments. IPB offers 16 Study Programs of
vocational study (Diploma), 35 Undergraduate Study Programs, 79 Master Study Programs
and 48 Doctoral Study Programs. Study programs offered by IPB cover a wide range of
agricultural sciences, from social-economic sciences, to natural and environmental sciences,
marine science and technology, and engineering sciences, mathematics, computer science
and human ecology.
The IPB student body in 2011 is 25,629 students, which consists of Diploma
Vocational (6,040), Undergraduate (15,547), Master (2,495), and Doctoral students (1,526).
Since it’s establishment (1963) IPB has produced 94,285 graduates. IPB is supported by
1,246 active lecturers, which consisted of 12 % professors, 44 % PhD, 33% Masters, and
11% undergraduate.
IPB has established strong Institute of Research and Community Service, that
coordinates 19 research centers and community service centers. For academic activities IPB
is supported by a number of supporting units such as the university central library, integrated
laboratories, university farm, education forest, marine research station, etc. Total land for all
IPB’s activities is 665.9 ha, which includes Experimental Farm (371.6 ha) and campus
ground (294.3ha). IPB is also has 10 dormitories and hostels with a capacity of 5,109
students include one dormitory for overseas students with capacity for 40 students. There
are a lot of student activities unit in IPB. At least 69 student activity units officially registered
and very active with their many annual program, such as sport, art and culture, music,
professional activities, community service, etc.
1.3.2. Faculty of Agriculture
Faculty of Agriculture was estabished as Landbouwwetenschap in Dutch Colonial
era in 1940 and in 1950, become Faculty o Agriculture under the University of Indonesia.
Faculty of Agriculture has been under IPB since it was established in1963. The vision of
Faculty of Agriculture is to be international level agricultural higher institution in the
development of science and technology and human resource with the main
competence in tropical agriculture, with the mision 1) To conduct quality education
suitable for the society, 2) To develop science and technology in field of agriculture through
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basic and applied research with the orientation of developing tropical agriculture and 3) To
apply, utilize and disseminate education and reaseach results to society.
In period 1984 to 2005, Faculty of Agriculture has 5 Departments, namely
Department of Agronomy consist of 4 study program in undergraduate program, namely
Study Program (SP) Agronomy, SP Horticulture, SP Plant Breeding and Seed Technology,
and SP Landscape Architect. Department of Soil Science, Department Pest and Disease,
Department of Social and Agriculture Economic consist of 3 study program namely SP
Agribusiness, SP Resource Economy and SP Communication and Community Development,
Department of Community Nutrition and Family Resource.
In 2005, since IPB as legal entity, Faculty of Agriculture has 4 departments, namely
Department of Agronomi dan Horticulture, Department of Soil and Land Resouce,
Department of Plant Protection and Department of Landscape Architect, while the other
departments merge with other new faculties. Since 2005, every Department has allow only
one SP.
1.3.3. Department of Agronomy and Horticulture
The Department of Agronomy and Horticurture has vision to be center of excellent
in the academic acivities and the development of science and technology in
international level in the field of environmental engineering, genetic potential and
physiology of plant resources to support sustainable agriculture. Mission of
departement are: 1) Conducting the academic and professional education with high
qualification in the field of plant resource management, 2) Carrying out research in
environmental engineering, potential genetic and physiological plant-based resources,
development and its distribution to support sustainable agriculture and environmental
sustainability, and 3) Conducting the community service to improve the welfare of society.
The Objectives are: 1) To produce qualified graduates with the ability to manage plant-based
resource and, 2) To produce science and technology in the field of environmental
engineering, potential genetic, and physiology to support national development and society
welfare. The Quality Policy of Department of Agronomy and Horticulture is “Producing
graduates and excellent science and technology in the field of sustainable tropical
agriculture and relevant to community needs”
Departement of Agronomy dan Horticulture (Dept of AGH) has established in 2005.
Dept of AGH offer Undergraduate Program, Master Program and Doctor Program. There are
7 regular study program offered by Department Agronomy and Horticulture, namely 1)
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Undergraduate in Agronomy and Horticulture, 2) Master Program in Agronomy and
Horticulture, 3) Doctoral Program in Agronomy and Horticulture, 4) Master Program in Plant
Breeding and Biotechnology, 5) Doctoral Program in Plant Breeding and Biotechnology, 6)
Master Program in Seed Science and Technology, and 7) Doctoral Program in Seed Science
and Technology. All study program under Dept of AGH has acccredited by National
Accreditation Board of Indonesia (BAN-PT). Undergraduate program of Agronomy and
Horticulture has accredited A (382 of 400) by BAN-PT valid untill 2016. This record is the
highest among similar study program in Indonesia. Dept of AGH has also obtained ISO:9001
2008 since 2010.
Dept of AGH has 65 permanent lecturers, whereas 56 people have doctorate degree
from various leading universities in the world, either from America, Europe, Japan or
Australia, 12 Professor, 42 supporting staff. All lecturers is divided into five scientific
divison, namely 1) Division of Plant Biotechnology, 2) Division of Plant Ecophysiology, 3)
Division of Genetic and Plant Breeding, 4) Division of Seed Science and Technology and 5)
Division of Plant Production. To support academic excellence, Department of AGH has been
equipped with very adequate laboratory facilities, buildings, offices, and experimental fields.
In order to achieve the vision, mission, objectives and program to improve quality of
academic activities, Dept of of AGH has developed targets for 2008-2013. This target is in
line with IPB’s and Faculty of Agriculture’s target. The Department of AGH’s targets has also
adjusted to the scope of task, mandate and competency of Department. There are four
targets of department, namely :
1) The internationalization of academic quality standards and implementation of research,
2) Improving the quality of inputs and processes of academic and non–academic.
3) Increasing the number of publications, citation and application technology,
4) Increasing income generating activities and welfare.
This targets then describe in the Strategic Plan of Dept of AGH 2010-2013. By using
Balance Score Card (BSC) this target will be evaluated every year in the university level.
This strategic plan also incoporated in ISO 2001:2008 system in order the continous
improvement of Dept of AGH can be performed.
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II. AUN-QA CRITERIA REQUIREMENTS
2.1. Expected learning outcomes
Study Program of Agronomy and Horticulture (SP-AGH) is operated to fulfill
the needed workforces for national development, that equipped with proper
knowledge and skill on plant cultivation (production) and good personality. The need
of workforces with qualification on agronomy and horticulture is high as most of the
graduates are absorbed by our stakeholders (especially agricultural companies and
units within the Ministry of Agriculture). The graduates of SP-AGH are expected
contribute to achieve the food security programs. This is very important since
agricultural sector is the mayor field for most Indonesian people. Using the
appropriate technology in sustainable agriculture whilst employing the comparative
and competitive advantages of the local and national resources the quality of
agriculture product will be increased, thus it will improve prosperity of Indonesian
society.
The graduates SP-AGH as a Bachelor degree must have the competence:
”Being a graduate of Agriculture who is able to manage the plant production
unit optimally by applying science and technology in sustainable agricultural
systems". The competency is prepared in accordance to the purpose of SP-AGH,
to provide quality graduates with expertise on agriculture technology, maximizing
plant production in sustainable agriculture. The competency is formulated based on
Indonesian Qualification Framework (IQF). According to IQF, the learning outcomes
of study program consist of three categories, i.e. : 1) Capability of the workforce; 2)
The scope of the workforce in accordance of their expertise and 3) Managerial
competence (Table 2.1.1.). Those three categories of learning outcomes basically
are emphasized on 1) basic knowledge, 2) technical knowledge and competences,
and 3) softskills.
Learning outcomes of SP-AGH was designed based on vision and mission of
the university, faculty and department. These learning outcomes convey the
importance of the SP-AGH in agronomy and horticulture as expected by our
stakeholder. In addition these learning outcomes also accommodate the eagerness
8
of our alumnae to keep up with the development of science and technology and to
adapt to the information in globalization era and stimulate them to take further study.
Table 2.1.1. Program Learning Outcomes
Intended Learning Outcomes
Teaching and Learning Methods
Assessment
PLO-1. Capability of the workforce PLO-1.1. Identification and analysis
of problem, finding alternatives of solution and selecting the best solution on plant production management
Lectures, tutorials, group discussion, laboratory works, field practical work, independent assignment
Examinations, laboratory reports, assignment reports, quizzes, field practical work, evaluation, and oral presentations
PLO-1.2. Production of high quality planting materials in terms of genetically, physiologicaly and physicaly with conventional or biotechnological approach.
PLO-1.2. Managing plant production farm with maximum production and high quality product in sustainable agriculture.
PLO-2. Science and technology proficiency PLO-2.1. Proficient with knowledge
required for identification of specific plant traits, its genetic potential and utilization
Lectures, tutorials, group discussion, laboratory practicals, field practicals, computer-based exercises, practical in managing agricultural unit of production, independent assignment, field trip, final project, seminars Some courses are delivered by “Student Centered Learning” approach, and using “e-learning” facilities.
Examinations, laboratory and field reports, assignment reports, quizzes, and oral presentations, final year project report and defence
PLO-2.2. Proficient with knowledge on environment and able to manipulate for the best plant growing condition
PLO-2.3. Proficient with science and technology on production and post harvest of primary poducts
PLO-2.4. Proficient with basic knowledge, research methodology and scientific writing
PLO-3. Managerial proficiency PLO-3.1. Proficient with evaluation
procedure of plant production process and the follow up
Group projects and assignments, independent research/project, laboratory and field practicals, tutorials, final year projects/research, field trips, internship
Laboratory and field reports, assignment reports, written and oral presentations, final year project report: writing-presentation-defence
PLO-3.2. Capable of self improvement, religious, nasionalist, etiqally and moral responsible, self confidence and independent as well as enterpreneurs
PLO-3.3. Capable of working in a team, and responsible for the team accomplishment
PLO-3.4. Capable of communicating effectively either orally or written and have eagerness to keep up with development of science and technology
9
The proficiency on science and technology is further descript in learning
outcomes presented in Table 2.1.2.
Table 2.1.2. Description of proficiency on science and technology and its
learning outcomes
Learning outcome Sub-LO in the scope of science and technology
2.1. Proficient with knowledge required for identification of specific plant traits, its genetic potential and utilization
LO-2.1.1 Science related to identification of specific plant traits and genetic diversity
LO-2.1.2.
Science and technology to make use of the genetic potential through convensional breeding as well as biotechnology in order to conserve germplasm and to engineer new varieties
LO-2.1.3. Science and technology to produce high quality planting materials.
2.2. Proficient with knowledge on environment and able to manipulate it for the best plant growing condition
LO-2.2.1. Knowledge on growing environmental condition and its physiological respons on plant growth and development
LO-2.2.2 Science and technology to manipulate environmental factors in sustainable agricultural production
2.3. Proficient with science and technology on production and post harvest of primary poducts
LO-2.3.1. Science and technology on plant producton, LO-2.3.2 Science and technology on post harvest
handling of primary product LO-2.3.3. Quality testing technique of the primary
product
2.4. Proficient with basic knowledge, research methodology and scientific writing
LO-2.4.1. LO-2.4.2.
Sampling technique, experimental design, and hypothesis testing as well as data analysis. Data presentation and scientific writing
Curriculum of the SP-AGH have been designed to achieve the intended
learning outcomes as mentioned above and were developed after a series of
comprehensive and in-depth evaluation on the needs of future work force and
involved inputs and suggestions from stakeholders through (1) academic workshops
within the study program, (2) Tracer study to alumnae and graduate employers, (3)
develop contacts and communication with graduate employers and work placements.
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2.2. Programme Specifications
The program specification of Study Program of Agronomy and Horticulture are
as follow:
Name of Study Program : Agronomy and Horticulture
(Program Studi Agronomi dan Hortikultura)
Institutional Homebase : Department of Agronomy and Horticulture,
Faculty of Agriculture
Bogor Agricultural University
Address : Jl.Meranti, Kampus IPB Dramaga
Bogor 16680 Indonesia, ZIP Code: 16680
Contact : Phone/Fax. : +62-251-8629353
E-mail: [email protected]
Website: agrohort.ipb.ac.id
Year of establishment : 2005
(Formerly was merger from Study Program of Agronomy,
Study Program of Horticulture, Study Program of Plant
Breeding, and Study Program of Seed Science and
Technology, since 1998; and previously as Study Program of
Agronomy, since 1963)
Accreditation status : A degree, with total score 382 (in maximum 400)
By National Accreditation Board of Higher Eduation
(BAN-PT) No.044/BAN-PT/Ak-XIII/S1/II/2011
For the period February 4th 2011 to February 4th 2016
Quality Management
System
: ISO 9001:2008, No.: QSC 00861
5 November 2010 – 4 November 2013
(Accredited by Sucofindo International Certification Service
and National Acreditation Committee, KAN)
Degree awarded : Sarjana Pertanian
(Bachelor, in Agriculture)
Study Period : 4 (four) years (8 semesters)
Minimum credits : 144 credits
11
The program is intended to provide graduates who are able to manage the
plant production farm optimally by applying science and technology in sustainable
agriculture systems. The competence is expected to be achieved through the
curriculum which contributes to learning outcomes as described in Table 2.1.1 and
2.1.2. The summary of the program related to stages of study, unit service of
courses, credits and achievement level are presented in Table 2.2.1. The course
structures and credits of each course are described in Table 2.3.1 and contribution of
each course to the intended learning outcomes are presented in Table 2.3.2.
Most of curriculum (68%) are specific to Agronomy and Horticulture discipline,
designed to provide graduates with the qualifications as in line with the vision and
mission of the study program, i.e. competent in the area of agronomy and
horticulture, high analitical capabilities required for the graduates to work in a diverse
agricultural sectors, including private and state-owned agricultural production, seed
industry, researcher, academics, and agricultural consultancy.
Table 2.2.1. Resume of the program: program in line with stage of study, unit service of course, credits and achievement level
Year Credits Serving unit of courses Achievement
Level
1st year 31
3
First Year Common Program, IPB, compulsory
Interdepartemental, compulsory
Mostly basic
knowledge
2nd year 18
21
3
Major of study program, compulsory
Interdepartemental, compulsory
Minor/supporting course, elective
Basic science
and skill
3rd year 27
6
6
Major of study program, compulsory & elective
Interdepartemental, compulsory
Minor/supporting course, elective
Science and
skill
4th year 23
3
Major of study program, compulsory & elective
Minor/supporting course, elective
Mostly skill
including final
year project
Graduation 144 - LO-1, LO-2,
LO-3
12
2.3. Programme Structure and Content
The program structure is summarized in Table 2.3.1. Details on courses
structure and credits of each course are described in Table 2.3.2 and contribution of
each course to achieve the intended learning outcomes are presented in Table 2.3.3.
In summary, the curricullum comprises of 68% courses from study program, and
department within the faculty, 22% general courses and 10% of minor/supporting
courses. Students can choose up to 15 credits of minor/supporting courses. The
minor or supporting courses can be from major of respective faculty or other faculties
but not from major it self. The depth of the courses are indicated by the first figure of
the course code, ranged from 1 to 4. The code of courses for the first year students
begin with 1xx and 2xx that indicates the depth of basic level. In contrast, in the
fourth year the course code begin 4xx indicates that the course content will be more
advance.
Table 2.3.1. Resume of courses structure
Courses Group Credits Percentage
First year (general courses/ university courses)
31 21.53
Interdepartment (Faculty specific)
30 20.83
Major (Study Program specific courses)
68 (including 6 as election)
47.22
Minor /Supporting courses 15 10.42
Total 144 100.00
13
Table 2.3.2. Structure of curriculum at Study Program of Agronomy and Horticulture
CODE COURSE Group Credit Pre-requisite
Year 1 Year 2 Year 3 Year 4 TOTAL CREDIT
S1 S2 S3 S4 S5 S6 S7 S8
UNIVERSITY COURSES (Compulsory courses)
IPB101-104 or IPB110 Religion MPK 3(2-2) √
IPB111 Pancasila MPK 2(1-2) √
IPB106 Indonesian MPK 2(1-2) √
IPB107 Introduction to Agricultural Science MPK 2(2-0) √
IPB108 English MPK 3(2-2) √
IPB112 Sports and Arts * MPK 1 (0-3) √
MAT101 Mathematics MPK 3(2-2) √
KIM101 Chemistry MPK 3(2-3) √
BIO100 Biology MPK 3(2-3) √
FIS100 Physics MPK 3(2-3) √
EKO100 General Economics MPK 3(2-2) √
KPM130 General Sociology MBB 3(2-2) √
AGB100 Entrepreneurship MPB 1(1-0) √
Sub-Total Credit Hours 16 15 31
FACULTY AND INTERDEPT COURSES (Compulsory courses)
KPM210 Principles of Communication MBB 3(2-3) √
TSL202 Introduction to Soil Science MKK 3(2-3) √
PTN200 Principles of Plant Protection MKK 3(2-3) √
ESL211 Agricultural Economics MKK 3(3-0) √
GFM221 Climatology MKK 3(3-0) √
BIO242 Basic of Plant Physiology MKK 3(2-3) √
14
CODE COURSE Group Credit Pre-requisite
Year 1 Year 2 Year 3 Year 4 TOTAL CREDIT
S1 S2 S3 S4 S5 S6 S7 S8
STK211 Statistical Methods MKK 3(2-3) √
STK222 Experimental Design MKK 3(2-3) STK211 √
ARL200 Principles of Landscape Archit. MKK 3(2-3) √
KOM201 Computer Application MKK 3(2-3) √
Sub-Total Credit Hours 3 15 6 6 30
DEPARTMENTAL COURSES/MAJOR (Compulsory courses)
AGH200 Principles of Agronomy MKK 3(2-3) √
AGH210 Genetic for Plant Breeding MKK 3(2-3) √
AGH211 Principles of Plant Breeding MKB 3(2-3) AGH210 √
AGH240 Principles of Horticulture MKB 3(2-3) AGH200 √
AGH241 Plant Cultivation Techniques MKB 3(2-3) AGH200 √
AGH250 Principles of Seed Sci. & Tech. MKB 3(2-3) √
AGH301 Field Course MPB 1(0-3) √
AGH320 Agricultural Ecology MKB 3(2-3) AGH200 √
AGH321 Weed Control MKB 3(2-3) AGH200 √
AGH322 Water and Nutrition Plant Management MKB 3(2-3) AGH200
/AGH240 √
AGH330 Principles of Plant Biotechnology MKB 3(2-3) √
AGH331 Plant Propagation MKB 3(2-3) AGH200, 240 √
AGH340 Food Crops MKB 3(2-3) AGH200 √
AGH341 Estate Crops MKB 3(2-3) AGH200 √
AGH398 Scientific Writing MKB 2(1-3) √
AGH399 Profession Work Course/Community development MBB 3 √
AGH400 Practice of Agribussiness MPB 1(0-3) AGH200, 240,241 √
15
CODE COURSE Group Credit Pre-requisite
Year 1 Year 2 Year 3 Year 4 TOTAL CREDIT
S1 S2 S3 S4 S5 S6 S7 S8
AGH401 Integrated Agriculture MKB 2(1-2) AGH200 √
AGH402 Capita Selecta of Agriculture MKB 1(1-0) √
AGH440 Post Harvest of Agriculture Crops MKB 3(2-3) √
AGH441 Plant Production Management MKB 3(2-3) AGH200, 240, 241 √
AGH498 Seminar MPB 1 √
AGH499 Final Project MPB 6 AGH300/ STK222 √
Sub-Total Credit Hours 6 12 13 11 13 7 62
INTRA-DEPARTMENTAL COURSES (Elective Courses)
AGH342 Vegetable Crops MKB 3(2-3) AGH200 √
AGH343 Ornamental Plant and Floriculture MKB 3(2-3) √
AGH344 Non Cereal and Sweetener Plant MKB 3(2-3) √
AGH350 Seed Production and Handling MKB 3(1-6) AGH250 √
AGH410 Applied Plant Breeding MKB 3(2-3) AGH211/ STK222 √
AGH442 Fruit Crops MKB 3(2-3) √
AGH443 Beverage, Medicinal and Aromatic Plant MKB 3(2-3) √
AGH450 Seed Storage and Seed Testing MKB AGH250
Sub-Total Credit Hours 3 3 6
MINOR COURSE 0R SUPPORTING COURSES
Sub-Total Credit Hours 3 3 3/6 3/6 15
Total Credit Hours 16 18 21 21 22 17/20 19/22 7 144
Note : MKK = Mata Kuliah Keilmuan dan Keterampilan/ Courses emphasized on Science and skill; MKB = Mata Kuliah Keahlian Berkarya/ Work Skill Courses; MPB = Mata Kuliah Perilaku Berkarya/ Work Behavior Courses; MPK = Mata Kuliah Pengembangan Kepribadian/ Personality Development Courses; MBB = Mata Kuliah Berkehidupan Bermasyarakat/ Courses on Social aspect .
16
Table 2.3.3. Competency matrix of curriculum Agronomy and Horticulture Study Program
CODE COURSE LO-1
LO-2 LO-3
2.1. 2.2. 2.3. 2.4.
1.1 1.2 1.3 2.1.1 2.1.2 2.1.3 2.2.1 2.2.2 2.3.1 2.3.2 2.3.3 2.4.1 2.4.2 3.1 3.2 3.3 3.4
UNIVERSITY COURSES (Compulsory courses)
IPB101-104/ IPB110
Religion •
IPB111 Pancasila •
IPB106 Indonesian •
IPB107 Introduction to Agricultural Science
• •
IPB108 English •
IPB112 Sports and Arts * • •
MAT101 Mathematics • • • • • •
KIM101 Chemistry • • • •
FIS100 Biology • • • • • •
BIO100 Physics • • •
EKO100 General Economics • • •
KPM130 General Sociology • •
AGB100 Entrepreneurship • • •
FACULTY AND INTERDEPT COURSES (Compulsory courses)
KPM210 Principles of Communication • • •
TSL202 Introduction to Soil Science • • • • •
PTN200 Principles of Plant Protection • • • • •
17
CODE COURSE LO-1
LO-2 LO-3
2.1. 2.2. 2.3. 2.4.
1.1 1.2 1.3 2.1.1 2.1.2 2.1.3 2.2.1 2.2.2 2.3.1 2.3.2 2.3.3 2.4.1 2.4.2 3.1 3.2 3.3 3.4
ESL211 Agricultural Economics • • • • • •
GFM221 Climatology • • •
BIO242 Basic of Plant Physiology • • •
STK211 Statistical Methods • • • •
STK222 Experiments Design • • • • •
ARL200 Principles of Landscape Architecture
• • •
KOM201 Computer Application • •
DEPARTMENTAL COURSES/MAJOR (Compulsory courses)
AGH200 Principles of Agronomy • • • • • • • • •
AGH210 Genetic for Plant Breeding • • • •
AGH211 Principles of Plant Breeding • • • • • • •
AGH240 Principles of Horticulture • • • • • • • •
AGH241 Cultivation Plant Technique • • • • •
AGH250 Principles of Seed Science and Technology
• • • • • • • • •
AGH330 Principles of Plant Biotechnology
• • • • •
AGH340 Food Crops • • • • • • •
AGH341 Estate Crops • • • • • • •
AGH331 Plant Propagation • • • • • •
AGH301 Field Course • • • • • • • • • • • • •
AGH320 Agricultural Ecology • • • • • •
18
CODE COURSE LO-1
LO-2 LO-3
2.1. 2.2. 2.3. 2.4.
1.1 1.2 1.3 2.1.1 2.1.2 2.1.3 2.2.1 2.2.2 2.3.1 2.3.2 2.3.3 2.4.1 2.4.2 3.1 3.2 3.3 3.4
AGH321 Weed Control • • • • • •
AGH398 Technique of Scientific Writing • • • •
AGH400 Practice of Agribussiness • • • • • • • • • •
AGH401 Integrated Agriculture • • • • • • •
AGH322 Water and Nutrition Plant Management
• • • • • •
AGH440 Post Harvest of Agriculture Crops
• • • • • • •
AGH441 Plant Production Management • • • • • • • •
AGH402 Capita Selecta of Agriculture • • • • • •
AGH399 Profession Work Course • • • • • • • • • • • • • • • •
AGH498 Seminar • • • • • • • • • • • • • • • •
AGH499 Final Project • • • • • • • • • • • • • • • •
INTRA-DEPARTMENT COURSES (Elective courses)
AGH342 Vegetable Crop • • • • • • • • •
AGH343 Ornamental Plant and Floriculture
• • • • • • • •
AGH344 Non Cereal & Sweeten Plant • • • • • • • •
AGH350 Seed Production and Handling
• • • • • • • • • •
AGH410 Applied Plant Breeding • • • • • •
AGH442 Fruit Crop • • • • • • • •
AGH443 Beverage, Medicinal and Aromatic Plant
• • • • • • • •
AGH450 Seed Storage & Seed Testing • • • • • • • • •
19
2.4. Teaching and Learning Strategy
Every course is accompanied by Learning Program Outlines (GBPP) and a
plan for teaching and learning activities (SAP). It consists of identity and description
of the course, instructional analysis, course learning objectives, teaching and
learning methods, outlines of course content, course schedule, assignments, list of
supporting literatures, evaluation and evaluation criteria. GBPP and SAP are
informed to the students at the beginning of every course.
Most of courses use lecturing methods in front of a class followed by
questions and answers. Besides lecturing method, Student Centered Learning (SCL)
is increasingly adopted by many courses at the Dept. of AGH. This system allows
students to do an independent learning and a number of activities in learning.
Courses with SCL methods are listed in Table 2.4.1.
Table 2.4.1. Courses with SCL method
No (Since) Year
2008 2009 2010
1 Plant Production Management (AGH441)
Post Harvest of Crops (AGH440)
Principles of Seed Science and Technology (AGH 250)
2 Food Crops (AGH340)
Principles of Horticulture (AGH240)
Ornamental Plant and Floriculture (AGH 343)
3 Beverage, Medicinal and Aromatic Plant (AGH443)
Water and Plant Nutrition Management (AGH322)
4 Beverage, Medicinal and Aromatic Plant (AGH443)-Practice
Estate Crops (AGH341)
5 Applied Plant Breeding (410)-Practice
Vegetable Crops (AGH342)
6
Pomology (AGH442)
7 Scientific Writing (AGH398)
20
SCL method requires students to be more responsible in learning and
developed a new habit of studying. With SCL: (1) students are required to be more
active by him/herself and in team work; (2) Lecturer will focus more on promoting
learning and being person who facilitates of learning process; (3) The students will be
the independent learner, whereas lecturers act mostly to create learning environment
that can motivated students to be more active in searching course material.
Some students have the opportunity to participate in a student
exchange/mobility program. In the year of 2010, three students of SP-AGH
participated in MIT (Malaysia Indonesia Thailand) Credit Earning Transfer (CET)
Program, where two students went to Kasetsart University, Thailand, and one
student went to UPM, Malaysia. In 2011, by the same program three students of SP-
AGH went to Kasetsart University. The Dept. of AGH also recieves eight
exchange/mobility students from UPM in even semester 2011/2012 and seven
exchange/mobility students in odd semester 2012/2013. By CET program, courses
that earned in host university could be transfered in the home university.
SP-AGH students also have to take courses from other departments, i.e. inter-
departmental courses, minor courses and/or supporting courses. In general, the
learning process held outside the Dept of AGH is well managed. Possibly, this is
because all of the departments in IPB has a national accreditation and use the IPB
standard procedures. Therefore, the learning process already met the established
standard.
The acdemic information in SP-AGH is well organized. All the institutional
information can be easily delivered to students through the department’s website
(http://agrohort.ipb.ac.id) that is well managed. The website also earned the Best
Department Website award in IPB for the year 2011 and 2012. SP- AGH organize an
effective class size, which is around 60 students per class for course and 30 students
per practice group. Seminar is held two days in one week which accommodate 6
students per seminar day. This seminar schedule facilitate smoother study
completion. Seminar involves the supervising lecturer, moderator, student reviewers
and active audience. The seminar material is based on the research or internship
result, where its implementation is related on the thesis subject. Supervision of the
21
final project is done intensively by Thesis (Final Project) Supervisor and recorded in
the academic consultation book.
All of the learning process is set in Standard Operating Prosedure/ Prosedure
Operasional Baku (POB) IPB. Additionally Dept of AGH has obtained ISO 9001-2008
certification since 2010 in the area of teaching and learning process. Some of the
POB have been developed at the SP-AGH level and had been effectively
implemented.
All of courses in SP-AGH is delivered using LCD and other supporting facilities.
Some courses also uses e-learning facilitated by P3EL (Pusat Pengembangan
Pembelajaran e-Learning, Center for e-Learning Development) IPB. The e-learning
facility has been used to deliver course materials, practice, task and even exam.
Some courses that won grant in Competitive Program on implementing Information
and Communication Technology are displayed in Table 2.4.2. By this competitive
grant, delivery methods on teaching and learning of the courses is considerably
improved.
Table 2.4.2. Courses that won in Competitive Program on Information and Communication Technology
Course Lecture Practice
Principles of Agronomy √
Genetic for Plant Breeding √
Agricultural Ecology √
Principles of Plant Biotechnology √
Weed Control √ √
Integrated Agriculture √
Applied Plant Breeding √
Principles of Seed Science and Technology √ √
Ornamental Plant and Floriculture √
Principles of Plant Breeding √
22
The teaching and learning strategy is evaluated through GBPP and SAP
review. GBPP and SAP review is carried out in course level by the lecturer in charge
and in the study program level by division where as homebase of the courses.
Feedback for improvement on the teaching strategy is obtained from the evaluation
process of the course (Appendix 2.4.1).
Teaching evaluation is also done based on the scores given by the students
through EPBM (Evaluation on Teaching and Learning Process) form at the end of
each semester for every course. The evaluation comprise of implementation of
course in general, and lecturer's performance, compliance with teaching plan,
correspondence between the exam and the course material, the availability of
adequate facilities. In general EPBM can describe the achievement of course
objectives. EPBM value is one of the indicator of success of the courses as well as
indicator for every lecturer in implementing the learning process. EPBM value of
courses and lecturers in PS-AGH has reached an average of 3.15 and 3.33 (scoring
1 to 4), respectively (see Table 2.13.1 and 2.13.2). SP-AGH always use EPBM value
as consideration to improve the learning process every semester.
In general, there are no obstacles in the implementation the learning process.
The number of students per class room is adjustable with maximum limit of 70
students, therefore courses with large number of students has to be provided in
several parallel classes. IPB give opportunity to study program to do so. The
academic staffs of SP-AGH are high qualification lectures and have capability for
preparing learning materials and enrich it with the results of recent research and
literature. Air conditioned lecture hall, LCD, laptops and loudspeakers are available in
every class room.
For the completion of the study, the students have to do final projects, which
can be chosen through research or internship program in an agriculture company.
Students who take research as their final project should prepare research proposal
which in line with assigment in Scientific Writing course. The Scientific Writing course
is carry out at 6th semester. The topics of final project are announce at the 5th
semester. The students shall choose one among the list of topics and supervisors
provided by Head of SP-AGH. Students that have interest in certain topic can also
23
consult the relevant lecturer. The lecturers that have research project usually offer
the students to join the research team for their final project.
There is a close relationship between education and research. Almost all of
the courses related to commodities provide knowledge about cultivation, so students
who going to work with certain commodity as their final project have already met with
their requirement. The Experimental Design course is meant to prepare students on
how to design research in the field as well as in labs in order to obtain a
representative data and to analyze the data properly. Students are also provided
knowledge and practice for preparing a research proposal, presenting research data
and overview discussion of the report in Scientific Writing course (see Table 2.3.2).
The results of the student's research and internship are presented in thesis. In
addition each student must present their thesis at a seminar attended by the lecturer
and students, weight as 1 credit. Since odd semester 2012, students are required to
write a seminar paper in a journal format. Dept of AGH facilitates the publication at
Indonesian Jurnal of Agronomi, which is a nationally accredited scientific journal, or
on-line journal, Bulletin Agrohorti, which will be launched in near future.
Agricultural Business Practice, a course with 1 credit, provides opportunity for
the students to learn specific aspects of crop cultivation of a particular commodity of
their interest. The prerequisite of this course is all courses related to cultivation
techniques. The students will practice to manage a farm business unit model,
including of vegetable crops, ornamental plants, fruit trees, seed production, food
crops, estate crops, and spices and medicinal plants. This activities facilitate the
students to practice on entrepreneurship. However, implementation of practical
training is constrained by limited funding (derived from students tuition fee) and time
(only 14 weeks). Supervising is conducted by appointed lecturers in accordance with
their competence. Assessment is based on successful entrepreneurship activities.
2.5 Student Assesment
Student assessments consist of assessment for student admission,
assessment for courses at the end of the semester, final task assessment, student
assessment at the end of semester and final program assessment for graduating.
24
The assessment for student admission are requirement mark for biology,
mathematics and chemistry with a minimum of 7.0 from high school in Java and
minimum of 8.0 from high school outside of Java. Other consideration in student
admission is based on performance by the high school alumnae in IPB (see for detail
in Chapter 2.8).
Several methods are used for assessing the students i.e. exams, practical
work, practical report, assignments or evaluation on student’s activities in group
discussions. Each course has appropriate assessment methods depending on the
characteristic of the course itself. It is expected that the objective and learning
outcome of each course is achieved using these various methods of assessment.
Student’s final grades at each course are composed from mid-term exam, final exam,
assignments and practical work and report. The proportion of each mark is set and
acknowledged to all students in the course contract. The grade point is based on the
criteria designated by university, e.i. A, B, C, D and E (fail).
Teaching team has autonomous choice to decide the marks and grade based
on the previously set criteria in course contract. Students who fail the subject have
the opportunity to request a remedial exam or retake the subject in the following
semester/year. Remedial is only allowed to students with scores below C with the
maximum grade after remedial is C.
Student assessment on all courses in a semester is presented in a student’s
academic record (transcript) released at the end of each semester by Directorate of
Academic Administration. The minimum GPA (Grade Point Average, IP: Indeks
Prestasi) is 2.0 without E. In addition, the transcript also indicates the CGA
(Cummulative Grade Point; IPK: Indeks Prestasi Kumulatif). The CGP and GPA
determine the status of Student Study Continuation (Table 2.5.1).
Guidelines for student’s final project has been set and acknowledged to
ensure students to complete their study on time. Topics for their final projects are
available by the sixth semester. It is necessary that the students pass all prerequisite
subjects prior to starting their final project, i.e. Scientific Writing and Experimental
Design courses with minimum CGP 2.0. Every student will have a supervisor for
his/her final project at the end of the 6th semester. Supervisors are responsible for
25
monitoring student’s final project and completion of their reports. A consultation book
is provided for each student to monitor their progress and their relationship with the
supervisors.
Table 2.5.1. Criteria for student status on continuation of study based on CGP and GPA
Period of assessment CGP, GPA Continuation of study
End of first year (1) CGP ≥ 2.00 (1) Unconditional
(2) 1.50 ≤ CGP < 2.00 (2) Warning (P)
(3) CGP ≤ 1.50 (3) Drop Out (DO)
Next Semesters
In unconditional status (1) CGP ≥ 2.00 (1) Unconditional
(2) GPA < 2.00 and 1.50 ≤ CGP < 2.00
(2) Warning (P)
(3) CGP ≤ 1.50 (3) Drop Out (DO)
In warning status (1) CGP ≥ 2.00 (1) Unconditional
(2) GPA ≥ 2.00 and 1.50 ≤ CGP < 2.00
(2) Warning (P)
(2) GPA < 2.00 and 1.50 ≤ CGP < 2.00
(3) Strong warning (PK)
(3) CGP ≤ 1.50 (4) Drop Out (DO)
In strong warning status (1) CGP ≥ 2.00 (1) Unconditional
(2) GPA ≥ 2.00 and 1.50 ≤ CGP < 2.00
(2) Strong warning (PK)
(2) GPA < 2.00 and 1.50 ≤ CGP < 2.00
(3) Drop Out (DO)
(3) CGP ≤ 1.50 (4) Drop Out (DO)
Prior to their presentation of the final project in a seminar, screening of the
student’s grade is carried out to confirm that all requirements have been fulfilled. This
also serves as a mean for monitoring the student’s progress. The students are
eligible to take final examination following the completion of ≥ 138 credits with CGP
≥ 2.0 without E. The final examination is a comprehensive exam and performed orally
26
as a measure of student’s perception, knowledge and skill upon the completion of
their study and attaining the bachelor degree.
Upon the completion of their study, their graduation status is categoried as
cum laude, with honour (very satisfactory), or pass with ordinary grade
(satisfactory)(Table 2.5.2). The minimum requirements to achieve a bachelor degree
are completing minimum of 144 credits without grade E, minimum CGP 2.0 for all the
courses.
Table 2.5.2. Graduating criteria according to GPA and course scores
Nu Criteria CGP Requirement
1. Cum Laude (CL) CGP≥ 3.51 All the credits comes from the IPB Undergraduate Program
Never retake a course and cancel a course with E score
No D scores
Maximum of one C score other than the first year common course, interdepartment and major courses.
Study period ≤ 5 years
Never get a written academic penalty
2. Very Satisfactory (SM)
(2.1) CGP ≥ 3.51 Does not meet the CL requirement
(2.2) 2.76 ≤ CGP < 3.51
No D scores
Never retake or cancel a course with E score
Study period ≤ 5 years
Never get a written academic penalty
3. Satisfactory
(3.1) CGP ≥ 3.51 Does not meet the CL and SM requirement
(3.2) 2.76 ≤ CGP < 3.51
Does not meet the SM requirement
(3.3) 2.00 ≤ CGP < 2.76
27
2. 6. Academic Staff Quality
There are 65 academic staffs at the Dept. of AGH in which they are divided
into five division i.e. plant production, plant ecophysiology, plant breeding and
genetics, seed science and technology, and plant biotechnology. Academic staffs at
the Department are competent to conduct teaching and learning activities as
indicated by obtained Certificate of Teaching Competency (Academic Staff
Certification) and all of them have qualification at least Master Degree (the minimum
degree requirement according to the standard of Directorate General of Higher
Education (DGHE) with 85 % among them hold a PhD degree and 18.5% (12
persons) as Professors. All the academic staffs are full time (Table 2.6.1). Detail of
academic staff description is attached in Appendix 2.6.1. Most of them have also
attended a training on teaching methods (Acta V, Applied Approach or Active
Learning).
Tabel 2.6.1. Qualifications of academic staffs at the Department of Agronomy and Horticulture
Category M F Sum Percentage
of PhDs Person FTEs*
Professors 11 1 12 12
Associate Professors 21 8 29 27
Assistant Professors 5 14 19 19
Full time lecturers 3 2 5 3
Part time lecturers 0 0 0 0
Visiting professors/ lecturers 0 0 0 0
Total 40 25 65 62 85
Distribution among the Division
Plant Production 10 5 15 14 93
Plant Ecophysiology 15 2 17 17 82
Plant Breeding 5 4 9 8 89
Seed Science and Technology 5 7 12 11 83
Plant Biotechnology 5 7 12 11 75
28
Qualification of the academic staffs are also indicated by their activities in
research, community development and other professional activities. Almost all
lecturers have been actively conducting research and/or community development
activities according to their field of expertise. They obtain research funding from
various sources such as overseas institutions; government institution such as
Ministry of National Education, Ministry of Agriculture, National Research Council;
and private institutions, from IPB and other grants to IPB (Appendix 2.6.2). Most
lecturers are member of professional association (Indonesian Society of Agronomy,
Indonesian Society of Horticulture, Indonesian Society of Weed Science, and
Indonesian Society of Breeding Science), and actively participated in a number of
seminar and workshops to increase their competence and professionalism (Appendix
2.6.3).
It is compulsory for all academic staffs at SP-AGH to set up a teaching plan
i.e. outline of teaching program (GBPP) and plan for teaching and learning activities
(SAP), with a supplementary on development method of study as described in point
2.4 (Teaching and Learning Strategy).
Monitoring and evaluationn of lecturers are based on the student’s learning
performances, working performance assessed by Head of Department (DP3), and
the questionnaires on teaching and learning process (EPBM) distributed to the
students at the end of each semester. Points of evaluation are course content and
teaching quality, i.e. have the course materials been well-prepared and stimulated
the student’s interest to the course, the schedules such as if the course is handled
timely, etc. The EPBM score of all academic staffs in the department is >3 (in the
range 1 to 4) indicating that the lecturers are considered competent to teach and
sufficient for the learning process (Appendix 2.4.1).
Monitoring and evaluation on lecturers are also conducted through Lecturer’s
Performance Index (LPI, IKD: Indeks Kinerja Dosen), attendance during practical
works and lectures, academic workshops, and credits for career promotion.
Evaluation on IKD showed that on average each lecturer had passed the minimum
levels, i.e. 12 credits (Appendix 2.6.4). Lecturers with a status as professor or holding
a Sertificate of Lecturer and pass a minimum of 12 credits are entitled to receive a
29
professional benefit on top of the salary, Medical insurance is provided for all
academic staffs and support staffs.
New staff recruitment is conducted according to guidelines from Ministry of
National Education. Recruitment is based on requirements of each unit, previously
called division, as home base, which is then proposed by head of the unit to head of
department, for further approval by Dean of the corresponding Faculty and Director
of HRD of the University (see the document of manpower planning in IPB). The
candidates will have to go through a national selection process. In some cases head
of a unit recommend candidates who was previously an intern in the unit or have
excellent skill and knowledge. Candidates who passed the selection process will be
appointed as CPNS (candidate of government officer). Each CPNS has to attend a
pre-training, where each candidate has to learn responsibility of government officers
and has to pass a series of exams. Upon the completion of the pre-training, a
candidate will be appointed as a government officer (PNS). After formally accepted
as government officer then the candidate will have a status as junior lecturers and
assigned to a division. The head of the division will give directions for future study.
Head of the division together with Head of Department play an important role in
capacity building of the junior lecturer.
The ratio of lecturer to student is sufficient (Tabel 2.6.2). A sufficient ratio of
lecturer to student leads to an effective learning process, academic support and final
task supervision. The lecturer to student ratio is almost 1:10 and the lecturer to
graduate ratio is around 1:3.
Tabel 2.6.2. Staff/student ratio and staff/graduate ratio
Total FTE of teaching staff*
Number of Students (total student body)
Number of graduates per year
Number of students per FTE of teaching staff
Number of graduates per FTE of teaching staff
62 600 157 around 10 around 3
30
Eventhough the number of lecturer is adequate; a high number of retirements
are predicted to happen in a couple of decade when around 60% of the academic
staff will retire (Figure 2.6.1.). This is a crucial issue that should be solved
immediately. Finding qualified candidate for lecturer is not a difficult task, however
the main obstacle for the department is that the available job vacancy in the Ministry
of National Education is not necessarily match to the need of the department.
Therefore the academic staffs in the department, faculty and university (IPB) level
need to be mapped and updated regularly. This mapping will serve as a basis for
allocating new lecturers in the department.
Figure 2.6.1. Proportion of lecturers according to age
Junior lecturers will have a role as tutors in practical works or lectures, and are
encouraged to attend various academic trainings. Apart from higher degree study,
junior lecturers are encouraged to prepare research proposals to obtain national
and/or international research funding.
Lecturers are also encouraged to publish their research in national or
international seminars and conferences, as well as in international journals (Appendix
2.6.5). Lecturers are given training on how to prepare a research proposal, and to
prepare a manuscript for international publication. The department has allocated
budget to support the lecturers to attend scientific seminars.
Career promotions are monitored by an established system. Lecturer, who has
stayed at the same level and position for four years, or those who have achieved a
certain amount of credits, will be encouraged to advance their levels. An online
database system has been made available. Therefore, each lecturer who has
6%
18%
62%
14%<35 years old
36-45 years old
46-55 years old
56-65 years old
31
performed activities could submit their proof to HR unit, and the HR officer will count
their credit and record them in the database system. This will allow more efficient
access to activity data of each individual lecturer.
Professorship is the highest level for a lecturer. In order to reach this level, a
promotion process has to be followed beginning at the unit. The candidate needs to
provide documents or records of their activities to unit meetings to evaluate the
suitability of a lecturer to be promoted as a professor. Once the promotion has been
agreed at the division and department level, another meeting will be held at the
Faculty Senate level and University Senate, prior to propose to the Directorate
General of Higher Education and approved by the Ministry of National Education.
Lecturers are given a set of tasks, including teaching assignments which are
supported by an appointment letter from the Faculty Dean, supervising students
during their study (academic supervisor), and supervising students for their final
project or thesis, as external examiners, or as a consultant in community
development projects conducted by the department. These assignments are based
on the expertise area of each lecturer. Appointment as an academic supervisor is
based on the lecturers expertise taking their work load into consideration.
The rules and conduct of academic staffs has been established and stated in
the Senate decree No.: 25/I/KEP/SA/2003 about standard, etiquette, and discipline of
academic staffs at IPB and has been put together in a booklet and distributed among
all the academic staffs (Appendix 2.6.6).
The age of retirement for an academic staff is 65 years old. For professors,
the retirement can be extended up until 70 years old. When entering the retirement
stage, pensioners still receive retirement savings fund, pension benefit and medical
insurance.
2.7. Support Staff Quality
Support staff for library, computer and academic administration service are
provided at the university (IPB) level. At the department level, references and book
collection are managed in the reading room. Computer and internet facilities are also
32
managed under university level, along with academic administration service. The
department has 42 support staffs, consist of 25 permanent and 17 non-permanent
staff . The support staff at Deptartment level work as library staffs, technicians of the
laboratories, general administration and general services. All these support staff are
under the Head of Administration at the department, who reports directly to the Head
of Department. Composition of support staff at Dept of AGH is presented in Table
2.7.1. The administration support staff to student ratio is 1:36 until 1:50, which means
that administration support staffs provide service for 36 - 50 students. The ratio of
technician to students is 1 : 28 (18 : 500) and the ratio of technician to lecturers is 1 :
3.6 (18 : 65). The ratio of other support staff to student is 1 : 12 (42 : 500), while the
ratio of the other support staff to lecturers is 1: 1.5 (42 : 65).
Table 2.7.1. Support staff composition in Dept. of AGH according to job scope and education
Job Scope of Support Staff
Education Total Librarian*) Laboran/Technician/Analist/Operator/
Programmer
Administration
Public Service and Logistic
0 0 1 0 S2 1
1 4 5 0 S1 10
1 2 1 0 D3 4
0 2 0 0 D2 2
0 9 6 0 High school
15
0 1 1 3 Secondary school
5
0 0 1 4 Primary school
5
2 18 15 7 42
Note : *) only manage and service for reading room in the Department,
whereas library service is centralized at the IPB level. S2: Master
Degree, S1: Bachelor Degree, D2/D3: Diplom Degree
Central library facility is managed at the University. There are 24 librarians
with qualification in which 7 librarian hold a Master degree, 9 hold a Bachellor
degree, and 8 hold a Diplom degree. However, the Department has also collection
of books, journals, thesis and other publications in the reading room, which is
33
managed locally by two librarians. These librarians have attended some trainings,
including: (1) How to create and to make use of online catalog (OPAC), conducted
by the National Library, RI, 12-27 July 2005; (2) Knowledge Management System
(KSM) conducted by LSI IPB, 18-22 June 2007; and (3) computer training in
publishing (2010). These trainings demonstrated the attention of the department
management to increase the competence of the support staff. The librarians of
Dept. AGH also involved in administration management of Indonesian Agronomy
Journal, a national accredited journal published by the Dept of AGH in collaboration
with the Indonesian Society of Agronomy.
There are 10 permanent and 8 non-permanent technicians employed at these
labs under Dept. of AGH. The lab facilities are continuously improved and completed.
Currently the laboratory is preparing for lab accreditation, ISO 17025. Laboratory
technicians role are to assist the practical works both in the lab and in the field, and
to help setting up research experiments for the academics starting from material
preparations, equipment uses and maintenance. Currently, the Dept. of AGH has
edaquate number of lab technicians to support the research activities. The education
of lab technicians are high school/vocational school graduates in Agriculture diplom
or bachelor’s degree. The department continuously facilitates the training and
internships to increase the lab technician’s competencies.
The computer technician at IPB level are under the Directorate of
Communication and Information System (Direktorat Komunikasi dan Sistem
Informasi, DKSI). DKSI is a technical unit that provides information and technology
service for civitas academic of IPB. The number of DKSI staff is 23 people consist of
1 person with a PhD degree, 4 people holding a Masters degree, 5 people holding a
Bachelor degree, 6 people holding a Diploma degree and 7 people holding a high
school diploma.
General administration at the Department manages documentation of the
study program, finance, academic services and personnel. The general
administration has 13 permanent and 1 non-permanent staffs with background vary
from high school, Diplomes, Bachelors, and Master. A number of trainings are
provided to increase and enhance their skills and knowledge (see part 2.12).
34
Another support staff working on the public service, properties and facilities
maintainance, courier, drivers, and cleaners (7 workers). The staffs have various
backgrounds, from primary schools to high schools. Trainings are also being
conducted for these staffs since their contribution are very important. Thus,
continously improvement of them to a better support for department is needed. The
trainings included on the subject of Quality Management System ISO 9001: 2008
(2010).
Due to the provision of intensive skill training and good working atmosphere,
several support staffs have received awards, including “Satyalencana Karya Satya”
from the President of Republic of Indonesia. One general administration staff
received first rank award from the University in 2010, second rank award in the area
of financial management (2010), first rank award for laboratory technician (2010),
and third rank award for archives worker (2012). Additional salaries are provided
based on performance of support staff, beside the basic sallaries. In addition, every
staff has a health insurance coverage by the University. Reward system is available
for non-permanent staffs based on attendance, working performance and creativity.
2.8. Student Quality
New students selection follows the regulation from the Ministry of National
Education No. 34/2010, about “New Student Admission Scheme for Public
University”, and Standard Operational Procedure of IPB for New Students Enrolment.
The process conducted by New Students Enrolment Committee at the University
level. There are several entry schemes:
(1) National Admission Selection for Public University (Seleksi Nasional Masuk
Perguruan Tinggi Negeri, SNMPTN) by Invitation scheme. This scheme based
on candidate academic performance during studying at High School.
Candidates are selected from the best students of all high schools in Indonesia.
Formerly, this scheme was named USMI (Undangan Seleksi Masuk IPB,
Invitation of IPB Entry Selection).
35
(2) National Admission Selection for Public University (SNMPTN) by Test scheme
organised by organised by Ministry of Education and Culture
(3) Special Invitation for high school graduates who won national or international
awards (Prestasi Internasional dan Nasional, PIN).
(4) Independent Talent Based Examination (Ujian Talenta Mandiri, UTM), which
was started in 2009 organised by IPB..
(5) Local Government Scholarship, or BUD (Beasiswa Utusan Daerah). This
scheme performed by IPB collaborates with local government of Indonesian
(provinces or district level) to select best students from each provinces/region to
study at IPB.
SNMPTN is a national test-based selection for entering public university.
The subject in test consist of Natural Science, Mathematics, Bahasa Indonesia, and
English. In SNMPTN, student candidates could select 1st, 2nd, and 3rd choice of
public university that will be decided by computerize passing selection according to
standard and competitiveness of each study program in the university. By SNMPTN,
student candidates from different region in Indonesia can apply and take written test
in their regional area.
USMI scheme is best practice of IPB admission sheme since 1970th. In this
scheme, IPB offer to all High School accross Indonesia to send their best students.
From experience, IPB has the record of high schools in Indonesia. They are selected
based on their academic achievement. In USMI scheme, selection criteria are based
on the students achievement on several key subjects, i.e. Biology, Chemistry,
Mathematics, Physics, Bahasa Indonesia, and English during their last 5 semesters
at high school.
BUD is a student recruitment scheme sponsored by the local governments
and private companies. PIN is a selection system based on international and national
achievements in academics, sports, or art competition. UTM is a selection scheme
used to recruite leaders and entreprener to develop agriculture and to prepare
prominent graduate for future leaders. By all these admission scheme, especially by
USMI and BUD scheme, IPB receives students from all provinces in Indonesia.
36
During 2006 to 2011, IPB students come from 34 or all provices of Indonesia,
although around 70% of them come from provinces in Java island.
Student admission to SP-AGH is dominated by USMI scheme. More than
90% of new students from USMI scheme chose SP-AGH as their first choice, and
less than 10% as their second choice with highly consideration based on academic
record and grade in their High School. Table 2.8.1 show the competitiveness of SP-
AGH from various admission scheme. The student mostly selected from USMI,
based on a long experience this type of selection scheme is beneficial in many
aspects, such as good academic performance of student and dispersion among
region. The USMI scheme then adopted at national level for the admission scheme
called as SNMPTN by invitation since 2011. Adoption of the USMI (SNMPTN by
invitation) at national scheme boost the competitiveness of SP-AGH.
In 2011 SP-AGH accreditated with highest mark from National Accreditation
Board (marked 382 of 400) and considered as the best study program in field of
Agronomy and Horticulture or Agroecotechnology in Indonesia. Since then the ratio
of applicants to admitted students increased considerably from 3.9 to around 9.6.
The competitiveness of SP-AGH IPB is also indicated by the ratio of applicants to
admitted students through SNMPTN ranged 1:10 to 1:16.1 (Table 2.8.1).
Table 2.8.1. Competitiveness of SP-AGH from different admission scheme
Year Description USMI SNMPTN UTM BUD Total
2008 Candidate Accepted Competitiveness
438 113
1 : 3.9
327 35
1 : 9.3
- - 765 148 5.2
2009 Candidate Accepted Competitiveness
387 104
1 : 3.7
297 28
1 : 10.6
57 15
1 : 3.8
40 17
1 : 2.4
781 164 4.8
2010 Candidate Accepted Competitiveness
381 118
1 : 3.2
338 33
1 : 10.2
94 11
1 : 8.5
74 20
1 : 3.7
887 182 4.9
2011 Candidate Accepted Competitiveness
977 102
1 : 9.6
564 35
1 : 16.1
77 13
1 : 5.9
60 15
1 : 4.0
1678 165 10.2
37
One of the important admission policies at IPB is to ensure that the enrolled
students came from different provinces. However, 70% of the current students are
from Java (Jakarta, Banten, West Java, Central Java, Yogyakarta, and East Java).
IPB has initiated collaboration with local governments at province and district level
outside Java to give a chance to potential students candidate from those region. The
strategy is expected to accelerate agricultural development in Indonesia. IPB has
also promoted the University overseas by highlighting Good Agricultural Practices
(GAP) in Tropical Agriculture.
All of the students in SP-AGH are full time students. Based on gender
perspective SP-AGH accepted more female students than male students, even in
2009 the ratio between the two categories was 2.2 : 1 (Table 2.8.2). Since then SP-
AGH takes into consideration the gender balance, because SP-AGH does not
dicriminate gender, even though in some job such as in plantation company offer
prefebly required male graduates.
Table 2.8.2. Student number of SP-AGH according to gender
Academic
Year
Indonesian Foreigner Sum Total
M F M F M (%) F (%)
2007 63 93 1 0 64 (41) 93 (59) 157
2008 67 92 0 0 67 (42) 92 (58) 159
2009 49 108 2 0 51 (32) 108 (68) 159
2010 78 96 1 0 79 (45) 96 (55) 175
2011 88 77 5 1 93 (54) 78 (46) 171
All new students are taking the same common courses in the first year which
takes about 31 credit (SKS) (see 2.2) before they joint the study program. After take
common courses in the first year, the student take a number of credits (SKS) depend
on the GPA of the previous semester.
38
2.9. Student Advice and Support
First year students are supervised and are entitled to students counselling.
Councellors are assigned among dedicated academic staffs and also involve the
psychologist. Councellors give advises and guidance on the learning strategy for the
new students in general during the first year, and the following years when the
students started their subject. Counsellors also give advises on non study related
issues that affect the learning success.
First year students learn about multi culture interactive during their one year
stay at University dormitories. Experiencing on multi-culture programs are expected
to increase their understanding on different cultures and stimulated their tolerance on
cultural differences.
After first year program, the students will enter to the study program. Every
student then will get an academic supervisor assigned by the Dean as proposed by
Head of Department. The task of academic supervisor including: 1) Directing the
student to arrange the comprehensive study plan; 2) Giving advise on selecting the
major course, minor or supporting courses; 3) Giving advise relates with the number
of credits of subject in every semester; 4) Giving service as a counsellor; 5) Giving
consideration relates with status of study progress of student to the Department and
Faculty.
Students study progress evaluation are conducted centrally by the
Directorate of Education Administration at the University level. The Directorate
produced transcripts at the end of each semester, containing the grade of the
students for each course taken per semester and the resulting Cummulative Point
Index (CPI, or Indeks Prestasi Kumulatif (IPK)). Thus, the students are well informed
on their current study progress. These evaluation system allow the students to plan
their program for the following semesters. The students academic transcript also
should be used as consideration by the academic supervisor on providing the advice
and guidance for the students.
Consultation with academic supervisor can be conducted during the whole
semester, and recorded in a consultation book signed by the academic supervisor.
39
The number of courses taken are recorded in a study planning card (KRS) which
have to be approved by the academic supervisor.
The students association, HIMAGRON, or Himpunan Mahasiswa Agronomi
(Agronomy Student Association) facilitates the students socials and extra curriculum
activities. HIMAGRON activities are monitored and supervised by academic staff
under Student and Alumnae Affair. Some of the important and popular activities of
HIMAGRON is a yearly Plant Festival, Seminar on writing a scientific research
project as Student Creativity Program (PKM, Program Kreativitas Mahasiswa), and
community development. These activities enhanced the softskill of the students.
Sport facilities are available for the students, including futsal, football,
athletics, basket ball, badminton, volley ball, etc. There are regular intra and inter-
department or inter-faculty sport competitions. The University awares to the
importance of sports for health, so all the sport facilities are maintained by the
University.
In addition to sport, the deparment has a music studio to be used by students
and academics who love music. The department aware that musics are important
part of the students and academics life. Students have formed music groups, both
singing and bands. Student and Alumnae Affair has been appointed to maintain the
music studio, as well as to develop the talents among the students.
The majority of the AGH students are moslems, so the department have set
up the room and facilities for the students to pray. There is also a large mosque
within the campus, managed by the University. Other religion are also allocated
rooms for them to do their religion practices.
The University also have campus bus, bikes, canteens, in-campus cybers,
book shops and health facilities, accessible for all students, University official and
academics.
2.10. Facilities and Infrastructure
Academic facilities and infrastructure includes classroom, discussion room,
seminar room, laboratorium, experimental field, library, computers, medical facilities,
40
student dormitories and international dormitory. In general, classroom, library,
computer and medical facilities are managed at IPB level.
Classroom and lectural hall is generally managed at the university (IPB) level
under Directorate of Facilities and Property, where the schedule managed by the
Directorate of Academic Administration. At the Facultry of Agriculture, there are 12
classrooms, each accomodates 60-150 students equipped with wireless and LCD,
one auditorium, and other facilities totalling an area of 19,726 m2. Classrooms are
used are very efficient. At the Dept. of AGH, there are Pinus-1 and Pinus-2
classroom, seminar room, conference room, and discussion/examination room. Each
classroom and conference room is equipped with air-condition, LCD projector, mic
and speaker. Availability of classroom and supporting facilities are very adequate to
support the learning process.
Education facilities and experimental station located at different places around
the campus, i.e. Darmaga campus, Teaching Farm Kebun Cikabayan, Teaching
Farm Leuwikopo, Teaching Farm Babakan for rice, Teaching Farm Jonggol (50 ha)
for oil palm, and others. Teaching Farm Cikabayan has several classrooms under
the management of University Farm IPB (Figure 2.10.1). The department also
manage Agropromo as model of Academic Business Entity in Darmaga and
Barangsiang campus, which is a one stop garden centre selling fruit seedling,
vegetable and ornamental plants seedlings and young plants. Students can do an
internship at Agropromo. Teaching Farm Leuwikopo has several classrooms, labs,
experimental stations and seed processing facilities with capacity up to 2 ton per
hour for food crops seeds such as corn, rice and soybean.
41
Figure 2.10.1. Teaching Farm Cikabayan, Leuwikopo, and Babakan
There are 26 laboratory rooms at the Dept. of AGH, each accommodates 30-
60 students, consisted of education lab and experimental labs (Figure 2.10.2). The
laboratory is under the management of Laboratory Affair at Department. The main
laboratories are: Molecular Marker and Spectrophotometry Lab, Molecular Clonning
Lab, Plant Analysis and Chromatoghraphy Lab, Plant Molecular Biolology Lab, and
Post Harvest Laboratory. These laboratories are facilitated with sufficient equipments
and managed on according to ISO 9001:2008 standard. List of laboratory
equipments are presented on Appendix 2.10.1. Plant Analysis and Chromatoghraphy
Lab is under progress to prepare for accreditation ISO 17025.
42
Molecular Marker and Spectrophotometry Laboratory
Molecular Cloning Laboratory
Plant Analysis and Chromatography Laboratory
Plant Molecular Biology Laboratory
Post Harvest Laboratory
Tissue Culture Laboratory
43
Seed Technology Laboratory
Figure 2.10.2. Education lab and experimental laboratories.
The average use of lab is 5 hours per day, or 2 shifts per day, 5 days a week.
On the average, each lab accommodates 9 courses per semester. This is considered
as sufficient. Experiments that have been conducted at the labs reached 20 per
semester. Each lab has an experienced technician, standard operation procedures
for all equipments, as well as guidelines and record of equipment utilization.
The library of IPB is located an Darmaga Campus with total of 156,253
collection of books, and scientific documents. The collections are available in print or
electronic version such as CD-ROM. The IPB library also subcribe to online
electronic journal such as Science Direct, The Essential Electronic Agricultural
Library (TEEAL), and Proquest. The library’s collection can be accesed easily
through Online Public Access Catalogue (OPAC) in the library or in the internet with
the address http://perpustakaan.ipb.ac.id as IPB Electronic Library (IEL). Other than
that, the Department’s reading room is facilitated with air conditioning and computers
that has full internet access to library resources. The IPB library open to students
and for public from 8:00 to 21.00 from Monday to Saturday, and from 08.00 to 16.00
on Sunday; whereas reading room in the department open 08.00 to 15:30 every
working day. Library visitors are required to fill in a visitor’s log. Continous
improvements to a better access to online resources are on going.
Directorate Communication and Information System (DKSI) of IPB is
responsible to provide information and technology services (more detail could be
accessed at dksi.ipb.ac.id). Right now, all campus areas are connected through a
Local Area Network (LAN) and Metropolitan Area Network (MAN) using various
transmition media such as Twisted-Pair Cable (VTP/STP), optic fiber cable and
wireless (wifi). Data transmission speed for intranet access is 100-1000 Mbps, while
44
internet access is 150 Mbps. Application use are dBase, Clipper, Visual Basic,
ASDP/PHP, MS-SQL Server 7.0, MySQL, MS Office, and other licensed Microsoft
products. Other than that, DKSI made an Information System Management on
Academic Affair (SIMAK), Card of Study Plan (KRS) on-line, and Evaluation on
Teaching and Learning Process (EPBM) on-line. Other services are also being
provided as resource sharing activities such as file and print sharing, Email, Web,
Chat, Mailing List, Discussion Groups, Multimedia streaming, Video/Teleconference,
VoIP/IP Telephony/PABX, and Voice Mail. Student access on information is well
facilitated through Student Cyber facilities that are spread out in several locations in
campus with a User Access Mechanism.
The department has created an internet website. Fourteen hotspots are
available around the department and have been used extensively by the students
and the academics in the campus. The network is managed by IT staff. The
department is planning to develop the network, including creating local database,
purchasing new desk tops and replacing computers which are more than 4 years-old,
increase the number of IP adress from 500 to 1000, expand the accessibility of the
hotspots, and renewing the LAN cabling systems. Information on scholarship, job
opportunities, research position, invitation to seminars and conferences are made
available in the announcement boards as well as at the department’s website. The
department has sufficient communication facilities including telephones, fax, scanner,
and copier.
Study progress of the students are recorded at study program at the
department level, submitted to Academic Management at the Faculty level, hence to
Directorate of Education Administration. These data/information can be accessed
and retrieved using an on line SIMAK. The study program at the department are
well-equipped with sufficient computer systems and supported by skilled staffs.
Financial sources from Routine budgeting scheme (RKAT) and Grants
scheme are available for purchasing new facilities as well as maintaining the existing
properties and facilities within the Department. Regular inventory is conducted to
ensure all facilities are consistently available for teaching and learning activities. The
Department appointed permanent support staff and outsourcing supporting workers
45
to manage and maintain the properties and facilities within the department, including
office and classrooms cleaning, since these facilities are not only used for teaching
and learning purposes but also used for seminars and conferences.
IPB has medical facility (Polyclinic) for students and staffs within the Darmaga
Campus and Baranangsiang Campus that gives medical services. Other than that,
students are put as participants in the Student Medical Support System (PPKM),
including aid for hospital care. In the Darmaga campus there is also one ambulance
unit and funeral car/hearse.
Efforts in anticipating disasters had been done in the Dept of AGH. There are
evacuation lane and fire safety equipment. Fire fighter training was done in
collaboration with Bogor County Fire Fighters in the year 2010. Other than that, IPB
also have a fire truck unit.
2.11. Quality Assurance of Teaching and Learning Process
Curriculum for undergraduate students was designed to meet the learning
outcomes of the study program (SP-AGH) as described in point 2.1. The learning
outcomes of SP-AGH was developed based on the vision, mission and mandate of
the department taking into account the current technological development. The
curriculum was developed by all teaching staff members at the SP-AGH during a
workshop on curriculum design and evaluation. Stakeholders, such as alumnae
association of Department of Agronomy, and others are also present at the
workshop.
The curriculum evaluation is very important for graduates quality assurance,
and to correspond the graduates skills with the needs of the work forces. Curriculum
evaluations are performed through in-depth discussion on courses composition, inter
departmental courses, final research projects and course’s contribution towards the
learning outcomes and targeted competence. Students are given opportunities to
contribute their inputs on the curriculum, especially through teaching and learning
process evaluation. Another important goal of curriculum evaluation is to improve the
curiculum, so that the curriculum is not only reached the national standard but also
the international standard as affected by latest development in science and
46
technology. Therefore, improvements is a continuous process towards a better
teaching and learning processes as well as better understanding on the advance
science and technology. The curriculum is evaluated every 5 years to allow one
batch of students completed their full cycle of study. The last two curriculum
evaluation was conducted in 2005 and 2011.
Several workshops have been run to gather inputs from related stakeholder.
Workshop on evaluation of final research project for student’s thesis has also been
conducted, since the study period is determined by final project completion.
Evaluation on teaching and learning process usually is performed at the end of
each semester, internally within the department level involving the academic staffs.
Evaluation is emphasized on the implementation and the process of teaching and
learning, and the improvement needed for the following semester. Since Dept. of
AGH implemenst ISO 9001:2008, internal audit is regularly performed to assess all
aspects of the management processes, especially the academic aspects.
Quality assurance at the university level is organized yearly by internal audits
at IPB level (Office for Internal Audit) which includes education aspect, management,
properties and facilities, using nasional, university, and departmental SOP as
standards. The audit system both in Departemen level and IPB level are aimed to
ensure the continuous improvement and to meet stakeholder satisfaction.
Students are involved in the evaluation of teaching and learning by
participating in a survey and they are required to fill in Teaching and Learning
Process Evaluation Forms (EPBM), facilitated by IPB Office for Quality Assurance
(Kantor Manajemen Mutu, KMM). The questionnaires of EPBM including students
perception on course implementation and lecturers performance. The EPBM results
are then used to improve the learning process.
Dept of AGH assure the quality of its graduates by regularly performed
curriculum evaluation, continuously encourage all academic staffs to sustain to the
latest development in sciences, continuously improving learning facilities, and
developing programs to increase soft skills. Academic staffs are encouraged to
attend seminars, workshops, academic recharging programs inside and outside the
country.
47
SP-AGH has quality assurance system that is upheld by the study program’s
continuing efforts to:
1. Facilitate all academic staffs to continue their study to a PhD level. Currently
15% academic staffs hold a Master degree, and 85% hold a PhD level. The
academic staffs develop their expertise in division of Plant Production, Seed
Science and Technology, Plant Physiology, Genetics and Plant Breeding, and
Plant Biotechnology. It is expected that each division will grow up and develop
at a balanced pace.
2. Provide funding to support academic staffs to participate in local, national and
international seminars, workshops and symposiums to keep updated with the
latest development in their field of interests.
3. Raising funds for the under privileged students, particularly those who have
good academic records but experienced difficulties to pay their tuition fee
and/or living cost. The funds mostly come from alumni.
4. Set up a Quality Assurance Unit to give feed backs on how to further improve
the teaching and learning at the study program.
Quality Assurance (QA) Team in Dept of AGH is responsible for evaluation of
curriculum implementation and to maintain quality of education at the Department.
The QA team including head of each division and responsible for evaluation on
course content and exams, particularly to ensure that they comply to the set
Operational Standards and Procedures (PSM AGH11). The team with designated
responsibilities is still working hard to ensure the quality assurance process moves in
apropriate way.
The study progress of the students and their study completion are evaluated
using a system called SIMAK, the Information System on Academic Management.
The head of study program, along with the student’s academic advissors monitor the
student’s progress by ensuring the number of credits/courses completed at each
semester and their GPA are satisfactory.
The graduates are monitored by a tracer study carried out periodically. The
monitoring results plays an important roles for the curriculum evaluation as well as to
ensure the quality of the graduates.
48
2.12. Staff Development Activities
Academics career and personal development are managed by the
Department, which is the home base of the academics. Academic development for
academic staff is conducted within the division, i.e. Plant Ecophysiology, Plant
Production, Plant Biotechnology, Seed Science and Technology and Genetics and
Plant Breeding. Academic development, including advanced study for a higher
degree education ( doctorate degree), is part of career promotion and is aligned with
the professional interests of each academic and the targeted competence of the staff
division. The Head of Division made a gap analysis between current condition and
requirements for fullfilling the the university standard or future need to accomplish the
organization vision and mission. According to this gap analysis, the Head of Division
proposed a training or program improvement. This procedure is also required by the
ISO 9001:2008 quality management. After the training or program development,
Head of division will evaluate the effectiveness of those programs and their impact on
the competence and performance of the academic staffs.
The Department and the University continously inform the academics on the
available external research grants and encouraged the academics to submit a
proposal to obtain the grant. Apart from higher degree studies, academic
development is conducted through trainings, workshops, scientific staff exchanges,
internship in an overseas institutes or University, and post-doctoral program
overseas. To date some academics have participated in trainings in Pakistan, The
Netherland, Thailand, Japan, China, United States of America and Australia through
the international collaborations of the Department (Appendix 2.12.1).
Supporting staff have 27 personnels, 85% of them do the administrations,
15% as technicians (both indoor labs and in the experimental stations). Current ratio
of administration personnels to students is 1:35.4 to 50, meaning each person will
have to provide service to 36 - 50 students. The ratio of technician to students is
around 1:40 to 1: 60, which reflects the relatively sufficient number of technicians
compared to the number of students to be served. The Department is aware of this
49
condition and is planning to provide trainings, particularly to the support staffs with
high school education level, which comprise >50% of the existing personnels.
The Dept of AGH has a system to educate and to train the support staffs.
Regular meetings are conducted within the Department to discuss the best way to
educate and to improve the skills of the support staffs. A development of the support
staffs is done according to the work assigned. The fund for the training comes from
the University and other programs on that the Department involved. Some training on
softskill development and techniques have been participated by the support staffs of
AGH, including on education administration, experimental station management,
laboratory skills, the use of office programs, organic farming and agro-tourism
(Appendix 2.12.2). Opportunities are opened for existing staff/personnel to pursue
career development and training within or outside the University.
2.13. Stakeholders Feedback
Stakeholders feedback is assessed from students, alumnae, academic staff,
support staff, and alumnae work place through some evaluation instruments. The
incoming feedback is taken into consideration to improve service for a better
stakeholder satisfaction and for the study program improvement, including teaching
and learning methods, process and curicullum review.
Information of student’s satisfaction on the teaching and learning methods and
implementation, including on education facilities, are obtained from students
evaluation on teaching and learning process (EPBM). The student’s satisfaction
evaluation on the teaching are based on the lecturer’s course materials and course
deliveries as well as class room facilities; whereas student’s satisfaction evaluation
on the implementation of final projects in the final year are based on the provided
facilities, research funding availabilities and supervisory through out the projects.
The questionnaires comprise of 8 questions (Table 2.13.1.) regarding the
teaching implementation and 11 questions (Table 2.13.2.) regarding the way courses
were delivered. In summary, implementation of courses and practicals as well as the
quality of teaching delivery by the lecturers of AGH were considered good or
satisfactory by the students.
50
Table 2.13.1. Student’s perspective on courses implementation during the semester year 2011
No. Course evaluation Point (1-4)
1. Course guidelines were clearly explained at the first week of lecture
3.26
2. The courses and practicals run as scheduled 3.26
3. The number of courses and practicals as scheduled (14 times per semester)
3.18
4. Facilities are sufficient /satisfactory to support classes and practicals
3.24
5. Course and practicals content met the course objectives 3.19
6. Assignments and exams met the course objectives 3.30
7. Exam results were announced two weeks after the exam 3.29
8. Students understood and comprehend the content of the courses 3.26
Average 3.15
Tabel 2.13.2. Students perception on academics/lecturers performances year 2011
No. Student Evaluation on Academics performances Point (1-4)
1. The course materials were clear and well-prepared 3.26
2. Lectures gave emphasis on important aspects of the course content
3.26
3. The way lecturers delivered the course stimulated the student’s interest on the topics
3.18
4. Illustrations during the lecture are updated 3.24
5. Lecturers used technology to deliver the courses 3.19
6. Lecturers gave enough discussion opportunities, including for the students to give feed back and suggestions
3.30
7. Lecturers are respectable and well-presented 3.29
8. Lecturers respected students rights and obligations 3.26
9. Lecturers had good knowledge on the subjects 3.31
10. Lecturers gave important ethical and moral messages 3.22
11. Lecturers gave assignments to improve student’s understanding on the subjects
3.06
Average 3.33
51
Information on alumnae satisfaction with their education were obtained from a
tracer study on graduates employment, waiting time to employment, initial wages and
type of jobs as indicators. Questionnaires on this are presented in Appendix 2.13.1.
In summary, graduates were employed in 1-16 months after graduation with 51.35%
got a job within less than 3 months, 37.84% between 3-6 months, 8.1% 6-12 months,
and the rest after 12 months (Figure 2.13.1). There were 3% who were already
employed before they graduated. The initial salary range from Rp 1.5 to 3 million per
month. The majority (81.3%) received training before starting their job on work
environment, production, management, reporting and presentation skills. In addition,
the surveyed graduates stated that they had no difficulties to adapt to their new
working environment and to communicate with their colleagues and their business
relations.
Most graduates (60%) worked in the relevant area of agriculture, whereas
40% in non agriculture area. The opposite was found in graduates of other
department, such as Geophysics and Meteorology where only 30% of their graduates
worked in the area of agriculture (Fig 2.13.1). Most graduates of AGH worked in Java
(78%), followed by Sumatera (10%) and others (12%). The infrastructure availability,
including transportation, communication and company facilities were considered as
important measures to seek jobs.
Feedbacks from lecturers are collected through weekly meeting (Wednesday
weekly meeting), inputs from the message box, course preparation meeting before
the start of the semester, course evaluation meeting at the end of the semester and
special forum. Feedback from support staff is collected via message box and monthly
meeting that is facilitated with the management of the department.
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Fig 2.13.1. Job classification (both agriculture and non agriculture) and waiting time before employment of the AGH graduates (Source : Tracer Study IPB, 2009)
2.14. Output
Average duration of study at Dept of AGH between 2006/2007 to 2009/2010 is
53.7 months, where 38.07% of students completed their study for 48 months, 37.54%
for 49-54 months, 13.38% for 55-60 months, and 11.01% for more than 60 months
(Table 2.14.1). These data demonstrated that most students graduate within the
designated period for completion under the existing education curricullum. The good
academic atmosphere, good implementation of education programs, and the good
quality students enrolled at the department contributed to the student success.
Cummulative Grade Point (CGP) is the criteria or standard used to determine
student’s academic performance. Data of the students and their study performance
(CGP) indicated that the teaching and learning process at the SP-AGH is sufficient to
improve the qualification of the students. The average CGP of the graduates has
improved during the last 5 years (2006-2010), i.e. 3.02 in 2006/2007, 3.00 in
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2007/2008, 3.01 in 2008/2009, 3.05 in 2009/2010 and 3.10 in 2010/2011 (Table
2.14.2). There has been an increasing number of students with CGP of 3.01-3.50 i.e
39.8% in 2006/2007 to 53.6% in 2009/2010. The increase in CGP is an evident that
the curricullum developed at Dept of AGH are appropriate for the students learning
process.
Table 2.14.1. Average study completion duration (months) at Dept of AGH,
Faculty of Agriculture, IPB Year 2006/2007 – 2009/2010
Study
Duration
(months)
2006/2007 2007/2008 2008/2009 2009/2010 2010/2011 Average
(%)
Number % Number % Number % Number % Number %
<=48 68 41.0 65 40.9 70 44.30 40 26.14 13 9.22 32.30
49-54 55 33.1 65 40.9 48 30.38 70 45.75 76 53.9 40.81
55-60 21 12.7 19 11.9 23 14.56 22 14.38 38 26.95 16.10
>60 22 13.3 10 6.3 17 10.76 21 13.73 14 9.93 10.79
Average 52.6 54.0 54.0 54.4 55.25
The students drop out rate based on data (2006/2007 – 2010/2011) is around
2.41% to the total number of students. The number of drop out varies with time
(Table 2.14.3), and mostly occurred on the first year, due to the failures of the
students in passing the basic courses in the common first year. The failures after the
students joint the Department (year 2-4) were 3.2% for entry students in 2007, and
1.9% for entry student in 2008.
Academic staff of Dept of AGH show active contribution both in research
(Appendix 2.6.2) and publication (Appendix 2.6.6). Overall, the topics vary from
basic to applied research in various aspects of agronomy disciplines. Almost all of
the research fundings come from competitive grant that reflect the high qualification
of academic staff. Student research for final project could be as part of academic
staff research or independent topics proposed by themselves. Student research
process was evaluated by survey and resulted in satisfaction (see Table 2.15.1),
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whereas the substance was evaluated by the Examination committe which compose
of supervissor, external examiner, and appointed examiner from the study program.
Table 2.14.2. CGP of Dept of AGH graduates, Faculty of Agriculture, IPB, 2006-2010
Year CGP
Total 2.00-2.75 2.75-3.00 3.01-3.50 >3.50
2006/2007 Number 40 48 66 12 166
% 24.1 28.9 39.8 7.2 100.0
Average 3.02
2007/2008 Number 36 46 61 16 159
% 22.6 28.9 38.4 10.1 100.0
Average 3.00
2008/2009 Number 35 41 67 15 158
% 22.2 25.9 42.4 9.5 100.0
Average 3.01
2009/2010 Number 20 44 82 7 153
% 13.1 28.8 53.6 4.6 100.0
Average 3.05
2010/2011 Number 15 23 91 12 141
% 10.6 16.4 64.5 8.5 100.0
Average 3.10
Table 2.14.3. The number of drop out students at Dept of AGH, Faculty of Agriculture, IPB.
Academic Year of Entry Students
Number of Entry Students
Drop Out Number
1st year 2nd year
3 rd year
4th and after
Total Number
(%)
2007 164 7 1 1 3 12 (7.3%)
2008 163 4 2 0 1 7 (4.3%)
2009 164 1 0 progress
2010 177 2 - progress
55
2.15. Stakeholder Satisfaction
Stakeholder satisfaction evaluation is carried out via students, alumnae,
academic staff, support staff, and alumnae work place. Student satisfaction
evaluation is done by using EPBM (Evaluation on Teaching and Learning Process,
see Table 2.13.1 and 2.13.2) and satisfaction survey for final report, seminar,
laboratorium services, library/reading room service, and secretariate/administration
service (Table 2.15.1).
Table 2.15.1. Summary of satisfaction survey to student as respondence
No Survey area Total Score
Average
Average score
(range 1 to 4) Satisfaction
1 EPBM Subject course =37.76
Lecturer evaluation/course =39.05
Lecturer evaluation = 155.45
Subject course = 3.21
Lecturer of courses = 3.29
Individual lecturer =3.29
Satisfy
Satisfy
Satisfy
2 Final report 25.45 3.6 Satisfy
3 Seminar 27.59 3.1 Satisfy
4 Laboratory service 38.95 3.2 Satisfy
5 Field/teaching farm servise 37.2 3.1 Satisfy
6 Reading room/library service 33.91 3.1 Satisfy
7 Administration service 21.28 3.4 Satisfy
The school’s graduates in the University level worked in a diverse areas
including farms, services, trading, research (24%), general services (13%), general
trading (32%), private education and government institution (14%), and others
(banking, publication, consultancy) (17%). Thirty three percent graduates worked in
a state-owned enterprises, 13% foreign-owned companies, and 56% in family
business or entrepreneurs. Fifty percent graduates worked in a middle size
companies, and 12.5 % each in small and large companies.
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Survey conducted on soft skill of the graduates of SP-AGH demonstrated that
majority of (80%) employers considered the graduates have good integrity. Sixty
percent think that the graduates are professional, have good English and computer
literate. Majority (80%) considered the graduates have the ability to communicate
and work well in a team. Most graduates (72.97%) worked in private industries,
16.22% in government institutions, 8.11% in state-owned companies, and 2.7% in
non government organisations (Figure 2.15.1).
Figure 2.15.1. Distribution of employers of the SP-AGH graduates.
About 60% of employers participated in a survey conducted by the SP-AGH.
The survey revealed the distribution of work placements of the graduates: 42%
worked in the farm, 36% in offices, 15% in research labs, and 7% in other fields.
Thirty two percent of the employers are private industries, 32% are government
institutions, 12 % become entreprenuers, and the rest are in NGOs or working part
time. Based on jobs classifications, 52% work as technical operators, 15% as
57
instructurs, 15% as researcher, 10% as supervisors and 8% as managers.
Employers select their candidate employees based on their GPA, working and
organisational experience, attitudes, communication skills and English (Figure
2.15.2). Employers perception on graduate’s performance in the workplace are
considered excellent (24.3%) and mostly good (70.3%) as shown in Figure 2.15.3.
Figure 2.15.2. Recruitment criteria used by employers
Figure 2.15.3. Employers perception on graduate’s performance in the
workplace
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III.SELF EVALUATION
3.1. SWOT Analysis
Strength Weakness Opportunity Threat
1. Expected Learning Outcomes Specific LO that foccus on tropical agriculture in comprehensive aspects
Still needed to encourage stakeholder to give feedback on graduate’s competence
Offering specific course that could be earned by foreign university
Globalisation : competition with foreign university
2. Program Specifications The highest grade by National Accreditation Boad
Regulation on minimum credits (144) for BSc in Indonesia
3. Program Structure and Content Minor and additional competencies could reach by minor and supporting course
Interdepartemental courses require good management system
Implementing Quality Assurance System as Dept of AGH use ISO 9001:2008, including assessment by external auditor
4. Teaching and Learning Strategy Applying Student Centered Learning (SCL)
More small classes are needed to implement SCL approach
E-learning development to support self and independent learning
Internsip could be part of teaching and learning strategy
Promoting more internship program in agricultural company
5. Student assessment Good of student quality by high competitive-ness in entry selection
Best practice of USMI admission system
Anticipating for decreasing interest to study in agriculture disciplines
6. Academic Staff Quality Sufficient in number and qualification
Still need to improve publication
To propose plan of manpower planning as for future need
7. Supporting Staff Quality Sufficient in number and qualification
Still need to improve competency following current development
To propose plan of manpower planning as for future need
8. Student Quality Student recruitment by USMI scheme could recruit most best student
Student recruitment by BUD scheme and scholarship provided by agriculture company
Trend of decreasing interests to study in field agriculture
9. Student Advise and Support Sufficient counselling and supervision service for student
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3.1. SWOT Analysis (continued)
Strength Weakness Opportunity Threat
10. Facilities and Infrastructure Developing of teaching farms to enrich the students technical skills
Still need to take participation to create comportable campus
11. Quality Assurance of Teaching and Learning Process Internal quality assurance system is effectively applied
Dept. of AGH implementing ISO 9001:2008
12. Staff Development Activities Gap analysis system
still need to improve regarding with future need
There are come opportunity to involve staff increasing their competence and networking
Budget allocation must be give in priority
13. Feedback Stakeholders Alumnae association of AGH has been established and actively give support to Dept of AGH
Participation from more stakeholder for taking more benefit input
14. Output High qualified graduates imply competitiveness in joplacement
Drop out rate especially in first common year must be solved as wise as possible
On-campus recruitment program provide benefit to graduates
15. Stakeholder Satisfaction The system for taking input has been performed in ISO 9001:2008 system
Follow up of stakeholder suggestion and complain need commitment to be realized
Participation from more stakeholder for taking more benefit input to improve SP-AGH achieving high reputation worldwide
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3.2. Improvement Plan in the Department of Agronomy and Horticulture
Area Program Objective and Target
Curriculum design and implementation
Developing curriculum for international program (delivered in English) which specifik in field of tropical agronomy and horticulture as package of courses. The student could be regular student in IPB and/or inbound from other country
To promote internationali-zation of SP-AGH;
To improve academic staff activity in international program
To increase inbound international student
Collaborating with study program abroad to conduct credit earning transfer activity
To give widely insight and experience in the global sense to the student
To increase outbond student activity
Student admission
Collaborating with Agricultural Company to give special scholarship since admission as part of their job recruitment by Community Social Responsibility program
To built networking with stakeholder as graduates user
To give agriculture company participate in the community social responsibility program
To provide and facilitate student candidate to work in agriculture sector
Teaching and learning process
Improve approach in teaching using e-learning facilitated by IPB e-learning center
To provide more opportunity to access course material
To facilitate credit earning by student out of IPB
Improve method in monitoring and evaluation system of courses by IT system
To up date in real time condition the teaching schedule and its realization in class/field
To monitor and taking the necessary action as needed at first opportunity
Academic Staff Development
Recruitment plan regarding the future need in number and qualification/competency
To ensure that Dept of AGH have sufficient academic staff number and qualification
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3.2. Improvement Plan (continued)
Area Program Objective and Target
Academic Staff Development
Competence improvement by facilitating and endorse networking
To up date and improve academic staff competency and networking
Enhancing publication productivity
To increase citation index and reputation of university/ department
Facilitating for international activities including international publication
To enrich international activity record in recharging the field of competency as well as in international scientific forum and journal
Suport Staff Development
Recruitment plan regarding the future need in number and qualification/competency
To ensure that Dept of AGH have sufficient support staff number and qualification
Competence improvement To up date and improve support staff competency to give better services
Academic Atmosphere Improvement
Developing more academic entity business and/or scaling up the size and asset
To facilitate teaching and learning aproach by practical work in a model of agricultural business unit
To give more benefit to all stake holder in Dept of AGH
Provide or propose to get award for academic staff, support staff and student who achieve distinguish performance
To recognize the person who have good performance by his/her effort
To give a good reputation for the Dept of AGH
Gathering program within academic staff, support staff, student, and alumnae
To ensure that all parties have good relations and taking benefits through it
Facility Improvement
Laboratory services improvement by implementing system of ISO 17025 (for certain lab)
To facilitate better service to all user and stakeholder
To ensure the technician could work with standard procedures
Giving more and better facility to improve field experimental/ teaching farm
To meet the requirement regarding the need of better facility
Improve comfort classroom and environment
To create comfortable vicinity in campus
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IV. APPENDIXES
4.1. Glossary
Word, Term Explanation
BAN-PT : National Accreditation Board (Badan Akreditasi Nasional-Perguruan Tinggi)
BUD : Local Government Scholarship (Beasiswa Utusan Daerah)
CGP : Cummulative Grade Point (Indeks Prestasi Kumulatif, IPK)
Dept of AGH : Department of Agronomy and Horticulture
EPBM : Evaluation on Teaching and Learning Process (Evaluasi Proses Belajar Mengajar)
GBPP : Learning Program Outlines (Garis-garis Besar Program Pengajaran)
GPA : Grade Point Average (Indeks Prestasi, IP)
IKD : Lecturer’s Performance Index (Indeks Kinerja Dosen)
IPB : Bogor Agricultural University (Institut Pertanian Bogor)
IQF : Indonesian Qualification Framework (Kerangka Kualifikasi Nasional Indonesia, KKNI)
KRS : Card of Study Plan (Kartu Rencana Studi)
LO : Learning outcomes
P3EL : Center for e-Learning Development (Pusat Pengembangan Pembelajaran e-Learning)
PIN : Special Invitation for highschool graduates who won national or international awards(Prestasi Internasional dan Nasional)
SAP : plan for teaching and learning activities (Satuan Acara Perkuliahan)
SCL : Student Centered Learning
SIMAK : Information System Management on Academic Affair (Sistim Informasi Manajemen Akademik)
SNMPTN : National Admission Selection for Public University (Seleksi Nasional Masuk Perguruan Tinggi Negeri)
SP-AGH : Study Program of Agronomy and Horticulture
USMI : IPB Invitation of Entry Selection (Undangan Seleksi Masuk IPB)
UTM : Independent Talent Based Examinatio (Ujian Talenta Mandiri)
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4.2. List of Appendixes (The apendixes are enclosed in separate document)
Number Title
0.1 Accreditation Certificate of Study Program of Agronomy and Horticulture
2.4.1 Form for evaluation process of the course (EPBM)
2.6.1 Detail of academic staff description: personal identity, education, and
expertise
2.6.2 List of academic activities on research
2.6.3 Academic staff activity in the training, seminar and workshop
2.6.4 Record of academic staff activities as Lecturer’s Permormance Index
2.6.5 List of publication by academic staff of Departement of Agronomy and
Horticulture
2.6.6 Regulation on standard, etiquette, and discipline of academic staff of
IPB
2.10.1. List of laboratory equipments in the Department of Agronomy and
Horticulture
2.12.1 Support staff activity in the training program
2.13.1. Questionnaires to graduates and alumnae
64
