graduate Learning Outcome/KKNI/SNPT

The formulation of learning outcomes according to the Indonesian National Qualifications Framework (KKNI) is general and stipulated in the National Higher Education Standards (SN-Dikti). The formulation consists of 4 elements of competence, namely (1) Attitudes and values, (2) Work skills, (3) Knowledge mastery, and (4) Authority and responsibility.

The formulation of learning outcomes according to KKNI/SNPT based on graduate profiles is presented as follows:

  1. ATTITUDE (A)
    • fearful of God Almighty and be able to demonstrate a religious attitude;
    • respect human values in carrying out duties based on religion, morals, and ethics;
    • contribute to improving the quality of life in society, nation, state, and the advancement of civilisation based on Pancasila;
    • play a role as a citizen who is proud and loves the country, has nationalism and a sense of responsibility to the state and nation;
    • respect the diversity of cultures, views, religions, and beliefs, as well as the original opinions or findings of others;
    • cooperate and have social sensitivity and concern for society and the environment;
    • law-abiding and disciplined in social and state life;
    • internalise academic values, norms and ethics;
    • demonstrate an attitude of responsibility for work in their field of expertise independently;
    • internalise the spirit of independence, struggle, and entrepreneurship; and
    • have sincerity, seriousness, commitment, and motivation to develop students' attitudes, knowledge, and abilities based on noble morals and local wisdom values for the benefit of society.

KNOWLEDGE (K)

  1. language substance, mastering:
    • theoretical concepts of linguistics and literature in depth, in the context of English language learning;
    • theoretical concepts of second language acquisition and literacy development in depth in the context of English language learning;
    • comprehension strategies for listening and reading comprehension of spoken and written English texts in everyday/general, academic and work contexts;
    • communication strategies in English orally and in writing (speaking and writing) in daily/general, academic, and work contexts.
  2. education substance, mastering:
    • theoretical concepts of education and learner development (physical, intellectual, social-emotional, moral, spiritual aspects, and socio-cultural background) in general;
    • konsep teoretis pembelajaran bahasa Inggris (English Language Teaching Pedagogy) secara mendalam, khususnya strategi proses pembelajaran bahasa Inggris;
    • general concepts, principles, methods, and techniques:
      • lesson planning;
      • assessment and evaluation of learning processes and outcomes;
      • analysis, adaptation and development of learning materials and media;
      • mentoring of students;
      • education research;
    • theoretical concepts of inclusive education, education and learning of children with special needs (orthopedagogics and orthodidactics), including: education of children with learning difficulties, education of children with visual impairments, education of children with hearing impairments, education of children with physical and motor impairments, and education of children with intellectual disabilities in general; and
  3. the concept of academic integrity in general and the concept of plagiarism in particular, in terms of types of plagiarism, consequences of offences and prevention efforts.

SPECIAL SKILLS (SS)

  1. Substance of the language:
    • be able to analyse and evaluate appropriately and critically a variety of information in spoken and written English texts (listening and reading comprehension) in everyday/general, academic and work contexts at B2 level (Common European Framework of Reference for Languages);
    • able to communicate and convey ideas in spoken and written English (speaking and writing) using appropriate vocabulary and grammar in everyday/general, academic, and work contexts at B2 level (Common European Framework of Reference for Languages standards);
  2. Once the professional education of English teachers cannot be organised and there are regulations that support it, the Bachelor of English Education can do the job as an English teacher with ability:
    • produce junior high school graduates who master the knowledge of English and have the skills to apply English knowledge in everyday life in accordance with the applicable school graduate competency standards;
    • produce high school and vocational high school graduates who master English language knowledge and have the skills to apply English language knowledge in daily life equivalent to level 2 KKNI qualifications and in accordance with applicable school graduate competency standards;
    • able to apply language skills at least equivalent to B2 level (Common European Standards) implementing educational learning with the atmosphere and learning process of the Framework of Reference for Languages) as well as linguistics and literature knowledge in implementing communicative and interactive English language learning;
    • implement educational learning with an atmosphere and learning process in accordance with pedagogical principles to facilitate the development of students' character and potential as self-regulated learners;
    • able to develop learners' potential to achieve graduate competency standards (attitudes, knowledge, and skills) according to the applicable curriculum through planning and implementing learning:
      • accordance with learning theory and the principles of educational English language learning;
      • develop learners' abilities in four language skills: listening, reading, speaking and writing;
      • build motivation, positive social interactions, critical thinking, problem solving skills, and performance skills in learners;
      • pay attention to the individual characteristics and diversity of students from physical, moral, spiritual, social, cultural, emotional, and intellectual aspects
    • able to analyse the appropriateness, adapt, and use learning resources and learning media (electronic, non-electronic, information and communication technology) in accordance with the characteristics of English learning, learning objectives, and student characteristics as a means of achieving learning objectives as a whole;
    • being able to design and implement systematic, communicative and interactive learning strategies and activities, in accordance with learning objectives, and student characteristics as a means of achieving learning objectives as a whole;
    • being able to carry out assessment activities of learning processes and outcomes that are valid, reliable, objective, and practical (in accordance with the characteristics of English language learning), which include:
      • determining the aspects of the learning process and outcomes that are important to assess and evaluate;
      • determining procedures in accordance with the purpose of assessment and evaluation;
      • developing assessment and evaluation techniques and instruments;
      • implementing assessment and evaluation according to the prescribed procedures, techniques and instruments;
      • implementing the assessment moderation process;
      • analysing the results of assessment of learning processes and outcomes for various purposes;
      • administering the assessment of learning processes and outcomes on an ongoing basis;
    • Being able to solve learner problems and/or learning problems through:
      • reflecting analyses of learning (observations and feedback from learners, parents of learners, and peer teachers);
      • mentoring students by considering socio-cultural aspects, as well as co-operating with relevant parties (parents and friends of students, the surrounding community, and peer teachers);
      • a variety of educational research that is in accordance with the rules of educational research rules.
    • identifying the potential of learners in the midst of their specialities and designing and implementing patterns of potential development to adapt to the environment according to their special circumstances through motivational and instructional interventions as provisions for independent living or recommending educational patterns for children with exceptional learning needs to get proper education according to their special circumstances.

GENERAL SKILLS (GS)

  1. being able to apply logical, critical, systematic, and innovative thinking in the context of developing or implementing science and technology that pays attention to and applies humanities values in accordance with their field of expertise;
  2. being able to demonstrate independent, quality and measurable performance;
  3. Being able to study the implications of the development or implementation of science and technology that pay attention to and apply humanities values in accordance with their expertise based on scientific rules, procedures and ethics in order to produce solutions, ideas, designs or art criticism;
  4. Being able to compile a scientific description of the results of the above studies in the form of a thesis or final project report, and upload it on the college website;
  5. being able to make appropriate decisions in the context of problem solving in their field of expertise, based on the results of information and data analysis;
  6. being able to maintain and develop networks with mentors, colleagues, peers both within and outside the institution;
  7. Being able to be responsible for the achievement of group work results and to supervise and evaluate the completion of work assigned to workers under his/her responsibility;
  8. Being able to conduct a self-evaluation process of the work group under his/her responsibility, and being able to manage learning independently;
  9. Being able to document, store, secure, and retrieve data to ensure validity and prevent plagiarism;
  10. Being able to adapt, cooperate, create, contribute, and innovate in applying science to social life and being able to play a role as a global citizen with a global outlook;
  11. Being able to uphold academic integrity in general and prevent the practice of plagiarism;
  12. being able to use information technology in the context of scientific development and implementation of the field of expertise; and
  13. being able to use at least one international language for oral and written communication.