SAR AUN – Undergraduate Programme of DCE ITS - 2016 TABLE OF CONTENT

TABLE OF CONTENT

TABLE OF CONTENT ................................................................................................................. i

PART 1. INTRODUCTION...........................................................................................................1
1.1. Introduction-Executive Summary ...............................................................................1
1.2. Organization of the Self-Assessment Report ..............................................................1
1.3. General Overview– Brief description of ITS, FTSP and Civil Engineering Department3
PART 2. AUN-QA CRITERIA REQUIREMENTS ..............................................................................1
2.1. Expected Learning Outcomes .....................................................................................1
2.1.1 The expected learning outcomes have been clearly formulated and translated into
the programme ...........................................................................................................1
2.1.2 The Programme Promotes Life-Long Learning ...........................................................3
2.1.3 The expected learning outcomes cover both generic and specialised skills and
knowledge ...................................................................................................................3
2.1.4 The expected learning outcomes clearly reflect the requirements of the
stakeholders ................................................................................................................5
2.2. Programme Specification ............................................................................................5
2.2.1 The university uses programme specification ............................................................6
2.2.2 The programme specification shows the expected learning outcomes and how
these can be achieved .................................................................................................6
2.2.3 The programme specification is informative, communicated, and made available to
the stakeholders..........................................................................................................8
2.3. Programme Structure and Content ............................................................................9
2.3.1 The programme content shows a good balance between generic and specialised
skills and knowledge ...................................................................................................9
2.3.2 The programme reflects the vision and mission of the university .......................... 11
2.3.3 The contribution made by each course to achieving the learning outcomes is clear
11
2.3.4 The programme is coherent and all subjects and courses have been integrated ... 11
2.3.5 The programme shows breadth and depth ............................................................. 12
2.3.6 The programme clearly shows the basic courses, intermediate courses, specialised
courses and the final project, thesis or dissertation ............................................... 12
2.3.7 The programme content is up-to-date .................................................................... 13
2.4. Teaching and Learning Strategy ............................................................................... 13
2.4.1 The faculty or department has a clear teaching and learning strategy ................... 13

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 TABLE OF CONTENT

2.4.2 The teaching and learning strategy enables students to acquire and use knowledge
academically............................................................................................................. 14
2.4.3 The teaching and learning strategy is student oriented and stimulates quality
learning .................................................................................................................... 14
2.4.4 The teaching and learning strategy stimulates action learning and facilitates
learning to learn ....................................................................................................... 15
2.5. Student Assessment ................................................................................................. 16
2.5.1 Student assessment covers student entrance, student progress and exit tests ..... 16
2.5.2 The assessment is criterion-referenced ................................................................... 18
2.5.3 Student assessment uses a variety of methods ....................................................... 19
2.5.4 Student assessment reflects the expected learning outcomes and the content of
the programme ........................................................................................................ 19
2.5.5 The criteria for assessment are explicit and well-known ........................................ 19
2.5.6 The assessment methods cover the objectives of the curriculum .......................... 20
2.5.7 The standards applied in the assessment are explicit and consistent ..................... 20
2.6. Academic Staff Quality ............................................................................................. 21
2.6.1 The staff are competent for their tasks ................................................................... 21
2.6.2 The staff are sufficient to deliver the curriculum adequately ................................. 24
2.6.3 Recruitment and promotion are based on academic merits ................................... 25
2.6.4 The roles and relationship of staff members are well defined and understood ..... 25
2.6.5 Duties allocated are appropriate to qualifications, experience and skills ............... 26
2.6.6 Staff workload and incentive systems are designed to support the quality of
teaching and learning............................................................................................... 26
2.6.7 Accountability of the staff members is well regulated ............................................ 28
2.6.8 There are provisions for review, consultation and redeployment .......................... 28
2.6.9 Termination and retirement are planned and well implemented ........................... 28
2.6.10 There is an efficient appraisal system ...................................................................... 28
2.7. Support Staff Quality ................................................................................................ 29
2.7.1 The library staff are competent and adequate in providing a satisfactory level of
service ...................................................................................................................... 29
2.7.2 The laboratory staff are competent and adequate in providing a satisfactory level of
service ...................................................................................................................... 29
2.7.3 The computer facility staff are competent and adequate in providing a satisfactory
level of service.......................................................................................................... 30
2.7.4 The student services staff are competent and adequate in providing a satisfactory
level of service.......................................................................................................... 30

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 TABLE OF CONTENT

2.8. Student Quality ........................................................................................................ 31

2.8.1 There is a clear student intake policy ...................................................................... 31
2.8.2 The student admission process is adequate ............................................................ 32
2.8.3 The actual study load is in line with the prescribed load......................................... 34
2.9. Student Advice and Support .................................................................................... 35
2.9.1 There is an adequate student progress monitoring system .................................... 35
2.9.2 Students get adequate academic advice, support and feedback on their
performance............................................................................................................. 36
2.9.3 Mentoring for students is adequate ........................................................................ 37
2.9.4 The physical, social and psychological environment for the student is satisfactory 37
2.10. Facilities and Infrastructure ..................................................................................... 38
2.10.1 The lecture facilities (lecture halls, small course rooms) are adequate .................. 38
2.10.2 The library is adequate and up-to-date ................................................................... 38
2.10.3 The laboratories are adequate and up-to-date ....................................................... 38
2.10.4 The computer facilities are adequate and up-to-date ............................................. 39
2.10.5 Environmental health and safety standards meet requirements in all aspects . Error!
Bookmark not defined.
2.11. Quality Assurance of Teaching and Learning Process .............................................. 41
2.11.1 The curriculum is developed by all teaching staff members ................................... 41
2.11.2 The curriculum development involves students ...................................................... 42
2.11.3 The curriculum development involves the labour market ...................................... 42
2.11.4 The curriculum is regularly evaluated at reasonable time periods ......................... 43
2.11.5 Courses and curriculum are subject to structured student evaluation ................... 43
2.11.6 Feedback from various stakeholders is used for improvement .............................. 44
2.11.7 The teaching and learning process, assessment schemes, the assessment methods
and the assessment itself are always subject to quality assurance and continuous
improvement............................................................................................................ 44
2.12. Staff Development Activities.................................................................................... 44
2.12.1 There is a clear plan on the needs for training and development of both academic
and support staff ...................................................................................................... 45
2.12.2 The training and development activities for both academic and support staff are
adequate to the identified needs ............................................................................ 45
2.13. Stakeholders Feedback ............................................................................................ 47
2.13.1 There is adequate structured feedback from the labour market ............................ 47
2.13.2 There is adequate structured feedback from the students and alumni .................. 47

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 TABLE OF CONTENT

2.13.3 There is adequate structured feedback from the staff ............................................ 49

2.14. Output ...................................................................................................................... 50
2.14.1 The pass rate is satisfactory and dropout rate is of acceptable level ...................... 50
2.14.2 Average time to graduate is satisfactory ................................................................. 50
2.14.3 Employability of graduates is satisfactory ............................................................... 50
2.14.4 The level of research activities by academic staff and students is satisfactory....... 51
2.15. Stakeholders Satisfaction ......................................................................................... 51
2.15.1 The feedback from stakeholders is satisfactory ...................................................... 52
PART 3. STRENGTHS AND WEAKNESSES ANALYSIS .................................................................. 53

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - I

PART 1. INTRODUCTION

1.1. Introduction-Executive Summary

One of Quality Management Programme of Sepuluh Nopember Institute of Technology (ITS)

Surabaya is to perform quality assurance and quality control for each study programme in every
department. To ensure this programme, ITS has a policy that each department must achieve a
certification which was issued by national or international accreditation bodies. In 2015
Department of Civil Engineering (DCE) passed a process of national reaccreditation held by BAN PT
(Badan Akreditasi Nasional – Perguruan Tinggi / National Accreditation Board for Higher Education)
and acquired a higher mark or “A” mark (SK No.017/BAN-PT/AK-XIII/SI/IX/2010). To complete DCE
accreditation with International certification, Undergraduate Study Programme of DCE is intended
to obtain an accreditation from the ASEAN University Network – Quality Assurance (AUN-QA).
Therefore, DCE has assigned a task force to prepare Self-Assessment Review (SAR) which provides
required documents for the ASEAN University Network – Quality Assurance (AUN-QA) Assessment
for the Undergraduate Study Programme of DCE, Faculty of Civil Engineering and Planning of ITS
Surabaya. The basic information about the Undergraduate Study Programme of DCE is presented
in Table 1.1.1.

Table 1.1.1. Basic Information of Undergraduate Programme at DCE-ITS

Name of Institution : Sepuluh Nopember Institute of Technology (ITS)

Name of Faculty : Faculty of Civil Engineering and Planning (FTSP)
Name of Programme : Civil Engineering
Degree awarded : B.Sc. in Civil Engineering / S.T.
Year the programme was established : 1957
Mode of study : Full time
Normal duration of the study to award the : 8 semesters / 4 (four) years
degree
Year of last evaluation of curriculum : 2014

This SAR (Self-Assessment Report) of DCE consists of : 1. introduction of institutional host (ITS, FTSP,
DCE); 2. Self-Assessment Report according to AUN-QA criteria (15 criterion), and 3. Strengths and
Weaknesesses Analysis, and Improvement Plan. ITS was established after a long process in 1960
which at that moment consisted of 5 faculties and 26 departments. ITS student body in 2015 is now
around 15,000 students with support from around 1,100 active lecturers, which consists of 60%
Ph.D. holders, and 40% Masters holders. FTSP has 7 departments, namely Department of Civil
Engineering, Department of Architecture, Department of Environmental Engineering, Department

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - I

of Product Design, Department of Urban Planning, Department of Geomathics, Department of

Geophysics, and Department of Interior Design.

DCE has undergraduate, magister, and doctoral programmes which were established in 1957, 1993,
and 2001 respectively. All the study programmes have an A accreditation from BAN-PT. The
competencies are formulated based on Indonesian Qualification Framework (IQF) which comprises
three categories, i.e.: 1) capability of the workforce; 2) the scope of the workforces in accordance
with their expertise and 3) managerial competence. Those three categories have eleven Expected
Learning Outcomes (ELO). These learning outcomes basically are emphasised on 1) basic
knowledge, 2) technical knowledge and competencies, and 3) soft skills.

The study period of the undergraduate programme is set for 8 semesters (4 years) with 144
required credits. The Undergraduate programme accepts around 150 students per academic year.
The programme has 59 credits (41%) as Generic Skills and Knowledge, and 85 credits (59%) as
specialised skills and knowledge. Each course contributes to an achievement of certain ELO. Every
course is accompanied by Learning Programme (LP). Every student has an academic supervisor
since the beginning of the study programme and a supervisor for his/her final project. There are 54
full time and qualified academic staff in DCE with 48% of them hold Ph.D. degree including 14.8%
as Professors. DCE has 25 support staff. Academic facilities and infrastructures include classroom,
discussion room, seminar room, laboratories, experimental field, library, computer room, medical
facilities, student dormitories and international dormitory. New student selection has 3 (three)
entry schemes, namely: 1) National Admission Selection for Public University (SNMPTN) by
Invitation schemes, 2) SNMPTN by Test Scheme or known as SBMPTN, and 3) Internal selection by
ITS. Quality assurance at the university level is organized yearly by University quality management
system (LPMP2KI) which includes educational aspect, management, properties, and facilities, using
national, university, and department standards. DCE assures the quality of its graduates by
regularly performing curriculum evaluation, continuously encourages all academic staff to sustain
to the latest development in sciences, continuously improves learning facilities, and developes
programmes to increase soft skills. Stakeholders’ feedbacks have been assessed from students,
alumni, academic staff, support staff, and alumni workplaces through some evaluation
instruments. The incoming feedbacks are taken into consideration to improve service for a better
stakeholders’ satisfaction and for the study programme improvement, including teaching and
learning methods, processes and curriculum reviews.

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - I

1.2. Organization of the Self-Assessment Report

The process of preparing AUN SAR document in DCE was started in September 2015 by holding an
initial brainstorming with DCE members and the establishment of AUN SAR Task Force. This Self
Assessment Report (SAR) is prepared by Task Force who is assigned by Head of DCE and approved
by Dean of FTSP. The member of AUN DCE Task Force is presented below:
Head of Civil Engineering Department:
Asst. Prof. Tri Joko Wahyu Adi
PIC:
1. Assoc. Prof. Endah Wahyuni
2. Asst. Prof. Supani
3. Asst. Prof. Data Iranata
4. Asst. Prof. Umboro Lasmito

1.3. General Overview– Brief description of ITS, FTSP and Civil Engineering Department

Preparation of vision, mission, goals and objectives of Undergraduate Study Programme of DCE
refers to the vision, mission, goals and objectives of the FTSP and the vision, mission, goals and
objectives of ITS. The vision and mission of ITS stated in the Strategic Plan 2008-2017 and translated
into Rector Work Programme (Program Kerja Rektor) of ITS, making it easier for the Faculty or
Department / Study Programme put into practice. Preparation of the vision and mission in this way
will result in continuity and consistency of the level of the Institute, to the faculty, and to the
Department / Study Programme. The vision, mission, goals and objectives of Undergraduate Study
Programme are derivation of the vision, mission, goals and objectives of FTSP and ITS.
Vision:
The DCE of ITS is to become a resource center of civil engineering in Indonesia that supports the
development of sustainable infrastructure which environmentally insight.
Mission:
 To carry out excellent civil engineering education to produce qualified graduates with the
ability to compete globally.
 To be a pioneer in the development of civil engineering knowledge in Indonesia.
 To be a center of public consultancy on civil engineering problems.
 To carry out activities while always striving to encourage and maintain academic ethics
and morality.

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - I

Mission:
 To carry out excellent civil engineering education to produce qualified graduates with the
ability to compete globally.
 To be a pioneer in the development of civil engineering knowledge in Indonesia.
 To be a center of public consultancy on civil engineering problems.
 To carry out activities while always striving to encourage and maintain academic ethics
and morality.

Objectives of Undergraduate Programme of DCE are as follows:

The objectives of the S-1 Undergraduate Programme of the DCE of ITS are to produce engineering
graduates who are able to work cooperatively in a group to design environmentally sustainable
Civil Engineering infrastructures, and to have entrepreneur skills, as well as to have enough
knowledge to improve themselves based on the philosophy of life-long learning.
According to DCE vision and mission which derived from vision and mission at faculty and University
levels, DCE establishes expected learning outcomes (ELO) and translates it into programmes. To
ensure the quality of learning and teaching process, DCE assigns a quality team to identify ELO,
establishes the programme and tools, monitors it, evaluates the implementation and takes
corrective actions. Meanwhile for monitoring and auditing the quality of a study programme in
every department, University and the Faculty set a policy, establish the system, and assign a quality
management board known as LPMP2KI. The organization structure of university quality
management system is presented as Figure 1.1. 1.
The organization structure of DCE, which was assigned by Rector of ITS for 4 years’ period, consisted
of Head and secretary of Department, Head and Secretary of Diploma Programme, Head and
Secretary of Undergraduate Programme, and Head and Secretary of Graduate Programme. The
organization structure under Undergraduate Programme at DCE is divided into 5 course groups,
which led by head Course Group (RMK).

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - I

BOARD OF ACADEMIC
TRUSTEES
RECTOR SENATE

VICE RECTOR 1 VICE RECTOR 2 VICE RECTOR 3 VICE RECTOR 4

Development of Finance and Quality Assurance,

Academic Student Research and
Education, Student Infrastructure General Affair Management and
Affair and Planning Community
Affairs and Alumni Management Post Graduate Bureau Intellectual Property
Beruau Service
Relations Agency Beruau Program Protection Agency

FACULTY

DEPARTMENT

PROGRAM
STUDY

Figure 1.1.1. Organization Structure of University Quality Management System

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

PART 2. AUN-QA CRITERIA REQUIREMENTS

2.1. Expected Learning Outcomes

2.1.1 The expected learning outcomes have been clearly formulated and translated into the
programme
Indonesia government has published Presidential Regulation No. 8/2012 about Indonesian National
Qualification Framework (INQF) as a national guidance for the formulation of the graduates
Expected Learning Outcomes (ELO). This gives an understanding that each student should possess
the same standard of competence . An undergraduate programme should set its learning outcomes
so that graduates must achieve at level 6 of INQF (see Appendix 2.1.1). According to this
Regulation, ELO is ability that can be obtained from accumulated working experiences, knowledge,
managerial abilities and attitudes.

The DCE ELO is formulated based on Graduates’ Profile which derived from vision and mission of
ITS, Faculty and Department, INQF, Stakeholder and Alumni Input, and Benchmarking with Best
Practice of National and International Universities. According to long discussion with DCE academic
members, the DCE graduates’ profile defines as: “Produces engineering graduates who are able to
work cooperatively in group to design environmentally sustainable Civil Engineering
infrastructures, and to have enterpreneur skills, as well as to have enough knowledge to improve
themselves based on the philosophy of lifelong learning.”

In addition to core competencies that become a primary identifier of DCE graduates, it was also
defined in ELO about supporting competence and specific competencies in accordance with core
competencies. Elements of competence in every subject may include grounding aspects of
personality, mastery of knowledge and skills, ability to work, attitudes and behaviors in the work,
and understanding the rules of life and society. The profile is derived from 4 main ELO with 12 sub-
ELOs and expected to be possessed by graduates of DCE-ITS as seen in Table 2.1.1. Based on the
ELO, DCE prepared the structure and content of the curriculum in order that the required
competencies should be achieved. The programme development steps can be seen in Figure 2.1.1,
while the detail of the steps are explained in Criteria 2.

Figure 2.1.1. Mechanism of Curriculum development at DCE-ITS

The course subjects in curriculum structure are designed to satisfy the ELO. All the ELO that
rendered into the curriculum of DCE Undergraduate Programme are distributed in 8 semesters with

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SAR AUN – Undergraduate Programme of DCE ITS - 2016
total 144 credits. In defining ELO and indicators of ELO achievement, DCE-ITS follows Bloom’s
taxonomy (see Appendix 2.1.2.)
Table 2.1.1 of Expected Learning Outcomes of DCE-ITS
ELO-ITS
1 Able to implement their 1.1
expertise and utilize
science and technology
on their area to solve
environmental,
residential, marine,
energy and information
technologies problems
with sustainable
development concept
and create jobs which 1.2
SKILL WORK CAPABILITY
in accordance with their
expertise.
2 Mastering general and 2.1
specific term of their
theoretical concepts in
their expertise and
able to resolve
KNOWLEDGE PROFICIENCY
procedural issues
Part - II
ELO-PROGRAMME SUB ELO-PROGRAMME
Able to design ELO- Able to design sustainable
sustainable civil 1.1.1 civil engineering
engineering infrastructures
infrastructures by ELO- Able to follow applicable
following the latest 1.1.2 standards/codes
standards or codes ELO- Able to present design in
and able to put it in 1.1.3 report and drawing (ELO3)
form of design
reports and
drawings. (ELO-1.1)
Able to comprehend ELO- Able to comprehend
environmentally 1.2.1 environmentally principles
principles of of construction works of
construction works, civil engineering
operation, infrastructures. (ELO3)
maintenance and ELO- Able to comprehend the
demolition of civil 1.2.2 environmentally principles
engineering of operation of civil
infrastructures. (ELO-
engineering
1.2)
infrastructures.(ELO 4)
ELO- Able to comprehend the
1.2.3 environmentally principles
of maintenance and
demolition of civil
engineering
infrastructures.
Having basic and ELO- Able to comprehend basic
advance knowledge 2.1.1 and applied knowledge to
to environmentally environmentally and
support planning, procedurally support the
design, design effort of civil
implementation, and engineering
demolition of civil infrastructures.
engineering ELO- Able to comprehend basic
infrastructures. (ELO- 2.1.2 and applied knowledge to
2) environmentally and
procedurally support the
implementation effort of
civil engineering
infrastructures.
ELO- Able to comprehend basic
2.1.3 and applied knowledge to
environmentally and
procedurally support the
supervision effort of civil
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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

engineering
infrastructures.

3 Able to take right 3.1 Having ability to ELO- Able to work in group
decisions based on work in groups and 3.1.1
information and data take responsibility
MANAGERIAL COMPETENCY

analysis armed from for design results.

insight of sustainable (ELO-3)
development which
includes environmental,
residential, marine, ELO- Able to take responsibility
energy and information 3.1.2 for design result
technologies aspects
and social awareness
ATTIITUDE AND SOFTSKILL

4 Able to provide solution 4.1 Have a professional ELO- Professional, honest,

based on leadership, . attitudes, honest, 4.1.1 ethical, proactive,
ETHICAL VALUE,

creativity and ethical, proactive, tenacious, confident,

communication skill tenacious, confident, communicative, and
and responsible of their communicative, and appreciative.
own work and can be appreciative.
accountable for the (ELO-4)
achievement of
organization’ work

ELO is discussed thoroughly by DCE Academic Members meeting and also monitored
continuously in Management Meeting, Advisory Board, and in its Peer-group meeting. In addition,
ELO is discussed intensively in curriculum evaluation. DCE-ITS evaluates curriculum every year for
minor reviews and every five years for major reviews. To expose ELO, staff are responsible to
implement the relationship of their course(s) to ELO or sub-ELO to the students. ELO is also exposed
in annual Departmental forum with new enrolled students. ELO also published in the DCE-ITS
website (www.ce.its.ac.id/expected-learning-outcomes), while in course ELO is explained to the
student by lecturer in their first meeting where class begins.

2.1.2 The Programme Promotes Life-Long Learning

Through the course activities either in sequential or parallel, the graduate will certainly
posses all the necessary elements of life-long learning capability. Since 2004 curriculum, DCE-ITS
has implemented competency-based curriculum where learning orientation has moved from
teacher-based learning to student centered learning (SCL). SCL allows students to develop their
curiosities and to discover sciences. In SCL, there is a Problem Based Learning method that allows
students to learn independently, to explore the problems in real world and community, then
proposing solutions of problems. The Practical Work and Final Project courses, field trip and project

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

tasks, student competitions which are compulsory for each student, are actually a working and
research training which naturally train and exploit their life-long learning skill (see Appendix 2.1.4.).
Hard skills and soft skills are also integrated in courses (curriculum and learning process). Evaluation
of course is not only about knowledge but also affective and psychomotoric. They will make student
active in class and encourage them to express their opinions which are also included in the
assessment. To support SCL, good infrastructures are required such as a parallel class with smaller
student number (aproximatly 40 students/class), development of web learning using Share ITS (see
Appendix 2.1.6), improving Laboratory Base Education (LBE) (certificate are presented in Appendix
2.1.5) and good library in central ITS and DCE-ITS (see Appendix 2.1.7).

DCE-ITS also has a periodical guest lecture programme from alumni or Civil Engineering
practitioners from any party, an example of guest lecture is presented in Appendix 2.6.4 It is
intended to broaden the students about working experience, how the application of civil
engineering in real world is, what knowledge or skills are needed (not only about civil engineering
information but also about attitudes, leadership skill, communication skill and integrity) so that
students can compete in real work environment after they graduate. In addition to the academic
process, students also have great opportunity to develop their abilities through competency and
professionalism based on extracurricular activities (see Appendix 2.1.4). As far as we concerned,
ELO has been well achieved such as in Student Exchange (see Appendix 2.1.8.) In fact, (a) our tracer
study reveals that our users in job market are impressed by the expertise in civil engineering
(professionalism), ability of our graduates to adapt and self-develop to actual problems, which are
reflected in life-long learning skills, as discussed in Criteria 15, (b) most of our graduates who pursue
advance study (postgraduate programmes) successfully earned master and PhD degree in
Indonesia universities or abroad (see Appendix 2.1.9)

2.1.3 The expected learning outcomes cover both generic and specialised skills and knowledge
DCE bachelor (undergraduate) programme is designed to produce engineers who have
knowledge and professional skills on civil engineering. As presented in Appendix 2.1.1, ELO-1 and
ELO-2 represent skilled work capability and knowledge proficiency of DCE graduates. It is
mentioned that developing basic engineering and design related to environmentally sustainable
Civil Engineering infrastructures in five major areas are the key competencies. ELO-3 and ELO-4
represent managerial competency and ethical value, attitudes, and soft skills. These two ELOs are
soft-skill oriented competencies to complete the hard-skills (academic) competency. Therefore,
DCE graduates will be able to develop their personality, have a good academic attitudes, and be
competent not only on their specialisation but also on developing their managerial (leadership)

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

skills to achieve higher level of their careers. All of the learning outcomes formulated in each course
are made known via printed version to staff and students as a 2014-2019 Catalogue and Syllabus
of DCE. The ELO each course vs Generic and Specialized Skills and Knowledge Mapping is presented
in Figure 2.1.2.

COURSE SUBJECT FOR CURRICULUM 2014-2019

Final Project Elective Courses Elective Courses Elective Courses Elective Courses Elective Courses SEMESTER 8
ELO 1.1.1; 1.1.2;
1.1.3;1.2.1; 1.2.2; 1.2.3;
2.1.1; 2.1.2; 2.1.3; 3.1.1;
3.1.2; 4.1.1 SKS
6 2 2 2 2 2 16

Practical Work/ Industrial Construction Method and Scientific Writing

Technopreunership Airport Planning Port Planning SEMESTER 7
Field Practice Equipment Method
ELO 1.1.1; 1.1.2; ELO 1.1.1; 1.1.2; ELO 1.1.1; 1.1.2; ELO 1.1.1; 1.1.2; ELO 1.1.1; 1.1.2;
1.1.3;1.2.1; 1.2.2; 1.2.3; 1.1.3;1.2.1; 1.2.2; 1.2.3; 1.1.3;1.2.1; 1.2.2; 1.2.3; 1.1.3;1.2.1; 1.2.2; 1.2.3; 1.1.3;1.2.1; 1.2.2; 1.2.3;
ELO 3.1.1; 4.1.1
2.1.1; 2.1.2; 2.1.3; 3.1.1; 2.1.1; 2.1.2; 2.1.3; 3.1.1; 2.1.1; 2.1.2; 2.1.3; 3.1.1; 2.1.1; 2.1.2; 2.1.3; 3.1.1; 2.1.1; 2.1.2; 2.1.3; 3.1.1;
3.1.2; 4.1.1 3.1.2; 4.1.1 3.1.2; 4.1.1 3.1.2; 4.1.1 3.1.2; 4.1.1 SKS
2 3 2 3 2 2 14

Scientific information Water Building

Bridge Engineering +
Assignment
ELO 1.1.1; 1.1.2;
1.1.3;1.2.1; 1.2.2; 1.2.3;
2.1.1; 2.1.2; 2.1.3; 3.1.1;
3.1.2; 4.1.1
4 2
Modeling of System for
Civil Engineering
ELO 1.1.1; 1.1.2; 1.1.3;
2.1.1; 2.1.2; 2.1.3; 3.1.1;
3.1.2; 4.1.1
Coastal and River
technology and
Engineering
communication
ELO 1.1.1; 1.1.2;
1.1.3;1.2.1; 1.2.2; 1.2.3;
ELO 3.1.1; 4.1.1
2.1.1; 2.1.2; 2.1.3; 3.1.1;
3.1.2; 4.1.1
3 3
Highway Pavement
Construction Planning + SEMESTER 6
Design + Lab Work
Assignment
ELO 1.1.1; 1.1.2; ELO 1.1.1; 1.1.2;
1.1.3;1.2.1; 1.2.2; 1.2.3; 1.1.3;1.2.1; 1.2.2; 1.2.3;
2.1.1; 2.1.2; 2.1.3; 3.1.1; 2.1.1; 2.1.2; 2.1.3; 3.1.1;
3.1.2; 4.1.1 3.1.2; 4.1.1 SKS
3 3 18

Software for Civil Embankment and

Concrete Building
Structures + Assignment
ELO 1.1.1; 1.1.2;
1.1.3;1.2.1; 1.2.2; 1.2.3;
2.1.1; 2.1.2; 2.1.3; 3.1.1;
3.1.2; 4.1.1
4 4
Steel Building Structures + Drainage and Irrigation Transportation
Engineering (CAD + Earth-Retaining SEMESTER 5
Assignment Systems Planning and Modeling
Plaxis) Structures
ELO 1.1.1; 1.1.2;
ELO 1.1.1; 1.1.2; ELO 1.1.1; 1.1.2; ELO 1.1.1; 1.1.2;
1.1.3;1.2.1; 1.2.2;
1.1.3;1.2.1; 1.2.2; 1.2.3; 1.1.3;1.2.1; 1.2.2; 1.2.3; 1.1.3;1.2.1; 1.2.2; 1.2.3;
ELO 2.1.1; 4.1.1 1.2.3; 2.1.1; 2.1.2;
2.1.1; 2.1.2; 2.1.3; 3.1.1; 2.1.1; 2.1.2; 2.1.3; 3.1.1; 2.1.1; 2.1.2; 2.1.3; 3.1.1;
2.1.3; 3.1.1; 3.1.2;
3.1.2; 4.1.1 3.1.2; 4.1.1 3.1.2; 4.1.1
4.1.1 SKS
2 4 2 4 20

Concrete Structure 2
ELO 1.1.1; 1.1.2;
1.1.3;1.2.1; 1.2.2; 1.2.3;
2.1.1; 2.1.2; 2.1.3; 3.1.1;
3.1.2; 4.1.1
2 3
Elements of Steel Applied Engineering Time and Cost Planning Highway and Railway Soil Mechanics
Hydrology SEMESTER 4
Structures Mechanics Of Construction Project Geometrics and Foundations
ELO 1.1.1; 1.1.2;
ELO 1.1.1; 1.1.2; ELO 1.1.1; 1.1.2; ELO 1.1.1; 1.1.2;
ELO 1.1.1; 1.1.2; 1.1.3; 1.1.3;1.2.1; 1.2.2;
1.1.3;1.2.1; 1.2.2; 1.2.3; ELO 1.1.1; 1.1.2; 1.1.3; 1.1.3;1.2.1; 1.2.2; 1.2.3; 1.1.3;1.2.1; 1.2.2; 1.2.3;
2.1.1; 2.1.2; 2.1.3; 3.1.1; 1.2.3; 2.1.1; 2.1.2;
2.1.1; 2.1.2; 2.1.3; 3.1.1; 2.1.1; 2.1.2; 2.1.3; 4.1.1 2.1.1; 2.1.2; 2.1.3; 3.1.1; 2.1.1; 2.1.2; 2.1.3; 3.1.1;
3.1.2; 4.1.1 2.1.3; 3.1.1; 3.1.2;
3.1.2; 4.1.1 3.1.2; 4.1.1 3.1.2; 4.1.1
4.1.1 SKS
3 3 3 2 4 20

Engineering Mathematics Concrete Structure 1
ELO 1.1.1; 1.1.2;
ELO 1.1.1; 1.1.2; 1.1.3; 1.1.3;1.2.1; 1.2.2; 1.2.3;
2.1.1; 2.1.2; 2.1.3; 4.1.1 2.1.1; 2.1.2; 2.1.3; 3.1.1;
3.1.2; 4.1.1
2 3
Project Financial
Indeterminate Static
Feasibility Study +
Structure
Assignment
ELO 1.1.1; 1.1.2; 1.1.3;
ELO 1.1.1; 1.1.2; 1.1.3;
2.1.1; 2.1.2; 2.1.3; 3.1.1;
2.1.1; 2.1.2; 2.1.3; 4.1.1
3.1.2; 4.1.1
3 3
Fluid Mechanics and
Hydraulics + Lab Work
ELO 1.1.1; 1.1.2;
1.1.3;1.2.1; 1.2.2; 1.2.3;
2.1.1; 2.1.2; 2.1.3; 3.1.1;
3.1.2; 4.1.1
4 3
Statistic for Civil
Traffic Engineering SEMESTER 3
Engineering
ELO 1.1.1; 1.1.2;
ELO 1.1.1; 1.1.2;
1.1.3;1.2.1; 1.2.2; 1.2.3;
1.1.3;1 2.1.1;
2.1.1; 2.1.2; 2.1.3; 3.1.1;
2.1.2; 2.1.3; 4.1.1
3.1.2; 4.1.1 SKS
2 20

Concrete and Material Construction Civil Engineering

Calculus 2
Technology + Lab Work
ELO 1.1.1; 1.1.2;
ELO 1.1.1; 1.1.2; 1.1.3; 1.1.3;1.2.1; 1.2.2; 1.2.3;
2.1.1; 2.1.2; 2.1.3; 4.1.1 2.1.1; 2.1.2; 2.1.3; 3.1.1;
3.1.2; 4.1.1
3 4
Materials Mechanics
Management
ELO 1.1.1; 1.1.2;
ELO 1.1.1; 1.1.2; 1.1.3; 1.1.3;1.2.1; 1.2.2; 1.2.3;
2.1.1; 2.1.2; 2.1.3; 4.1.1 2.1.1; 2.1.2; 2.1.3; 3.1.1;
3.1.2; 4.1.1
3 2
English SEMESTER 2
Drawing + Assignment
ELO 1.1.1; 1.1.2; 1.1.3;
ELO 2.1.1; 3.1.1; 4.1.1
2.1.1; 2.1.2; 2.1.3; 4.1.1
SKS
3 3 18

Determinate Static Computer Programming Religious

Calculus 1 Basic Physic Land Surveying Concept of Nationalism SEMESTER 1
Structure and Application Education

ELO 1.1.1; 1.1.2; 1.1.3; ELO 1.1.1; 1.1.2; 1.1.3; ELO 1.1.1; 1.1.2; 1.1.3; ELO 1.1.1; 1.1.2; 1.1.3; ELO 1.1.1; 1.1.2; 1.1.3;
ELO 3.1.1; 4.1.1 ELO 3.1.1; 4.1.1
2.1.1; 2.1.2; 2.1.3; 4.1.1 2.1.1; 2.1.2; 2.1.3; 4.1.1 2.1.1; 2.1.2; 2.1.3; 4.1.1 2.1.1; 2.1.2; 2.1.3; 4.1.1 2.1.1; 2.1.2; 2.1.3; 4.1.1 SKS
3 3 3 2 2 3 2 18

Generic Skill and Knowledge Specialised skills and knowledge Total SKS = 144
Basic Engineering Major Comulsary+Practical work
Basic Civil Engineering Elective course
Institutional Compulsary Final Project
Supporting For Civil Eng.

Figure 2.1.2 The ELO vs Generic and Specialized Skills and Knowledge Mapping

2.1.4 The expected learning outcomes clearly reflect the requirements of the stakeholders
Since learning outcomes is formulated in the National Education Standards Board (BSNP),
it can be concluded that learning outcomes is standardised nationwide. The structure of curriculum

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

consists of core curriculum (within DCE) and institutional curriculum (within ITS). Core curriculum
is identifier of key competencies , and curriculum institutional identifier is composed of supporting
competencies and other (elective) competencies. These competencies are reflected in intended
learning outcomes. To assure that expected learning outcomes are in line with the requirements
of the stakeholders, the curriculum is developed in regards to stakeholders’ feedbacks via tracer
study conducted during curriculum reviews. Therefore, the curriculum is developed after having
comprehensive discussions and evaluations facilitating recommendation from stakeholders
through employers, alumni, students and students’ parents. The expected learning outcomes have
been identified and categorised into key and supporting competencies by considering:

2. The employer’s (industry or government) needs. The employer generally requires graduates
to have a good professional capability (up to applying and analysing level), knowledge and
skills related to civil engineering. This is reflected in learning outcomes of each job profile (e.g.,
researcher, academician, engineering consultant, industrial practitioner, bureaucrat), and is
provided in detail in Appendix 2.14.1.
3. Alumni. To know whether after working, students are able to adapt and to know recognition
from DCE graduates’ users.
4. The student. The students are generally expected to know and be able to work in the area of
what they have learnt in undergraduate programme by the time of graduation. They also need
curriculum that is developed accoding to the current issues and the applicable leading-edge
civil engineering technology. They are also required to develop their competencies so that they
are able to adapt in the “real world” of civil engineering. The designated hard-skill and soft-
skill learning outcomes in the curriculum are adequate to prepare them not only as employees,
but also as creators of a new job opportunities such as environmental or non-environmental
technopreneurs (See Appendix 2.14.1)

2.2. Programme Specification

2.2.1 The university uses programme specification

The institute has published faculties and departments offered for each programme on its website
(https://www.its.ac.id/show/fakultas/en). Each department has an individual webpage which
shows programme specification. In case of DCE, programme specification identifies the itended
learning outcomes, the offered courses, and core and supporting competencies of graduates. This
can be accessed from https://www.its.ac.id/show/jurusan/27/en or www.ce.its.ac.id. While the
example of detail programme specification is provided in Appendix 2.2.1. Summary of programme
specification of Undergraduate Programme of Civil Engineering is as follows:

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

Name of Study Programme : Undergraduate Programme of Civil Engineering

(Programme Sarjana Teknik Sipil)
Institutional Homebase : Department of Civil Engineering (DCE),
Faculty of Civil Engineering and Planning (FTSP),
Sepuluh Nopember Insttitute of Technology (ITS) Surabaya
Address : Jl. Arief Rahman Hakim, Kampus ITS Sukolilo
Surabaya, East Java, Indonesia, Post Code: 60111
Contact : Phone/Fax.: +6231-5946094 / +6231-5947284
E-mail: kajur_tsipil@its.ac.id
Website: www.ce.its.ac.id
Year of establishment : 1957
Accreditation status : “A” grade (please refer to Appendix 2.2.2) by National Accreditation
Board of Higher Education (BAN-PT) No.1133/SK/BAN-
PT/Akred/S/X/2015
Degree awarded : Sarjana Teknik (acronym: ST)
/Bachelor of Engineering (acronym: B.Eng.)
Lenght of Study : 4 (four) years (8 semesters)
Minimum credits : 144 credits
Core competency : Civil Engineering
Specific competencies : Structures, Geotechics, Hydrotechnics, Transportation, and Project
Management
Course Language Full English, Bilingual, Bahasa Indonesia (see in Appendix 2.2.3)

2.2.2 The programme specification shows the expected learning outcomes and how these can
be achieved
An educational system is expressed by Semester Credit System (Sistem Kredit Semester -
SKS), which is defined as a system of education with semester credit units (credits) to state loads
of students, lecturers, and programme implementations per week. One credit is defined as 50
minutes’ lecture, 50-100 minutes structured academic activities, and 50-100 minutes independent
learning activities. Semester is a unit of time for teaching and learning activities, equal to 16
(sixteen) weeks of classes or other scheduled activities including evaluation. Summary of
programme related to course credits and level of studies are presented in Table 2.2.1.

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

Table 2.2.1. Resume of programme

Year Credit Courses Level of Study
(Bloom taxonomy)
1st year 36 Preparatory Stage:
(total)
17 6 Compulsory courses (institutional Mostly basic knowledge
curriculum) (knowing and
6 2 Compulsory courses (DCE curriculum) understanding) and basic
7 Supporting/Inter-discipline Courses managerial competencies
6 Major Compulsory Courses (soft-skill - demonstrating)
2nd year 40 Undergraduate Stage:
(total)
4 2 Supporting/inter-discipline courses Basic science and
(compulsory) knowledge (knowing,
30 10 Major Compulsory Courses understanding, and
6 2 Compulsory courses (DCE curriculum) applying)
3rd year 38 Undergraduate Stage:
(total)
2 1 Supporting/inter-discipline courses Science, skill and
(compulsory) knowledge enrichment
3 1 Compulsory courses (institutional (applying, demonstrating,
curriculum) and analysing), and
31 9 Major Compulsory Courses managerial competence
2 1 Compulsory courses (institutional (demonstrating)
curriculum)
4rd year 30 Undergraduate Stage:
(total)
3 1 Compulsory courses (institutional Skill, managerial
curriculum) competence, knowledge,
7 4 Major Compulsory Courses and preparation to work
12 3 Major Elective Courses independently (applying,
2 1 Project Works demonstrating, and
6 1 Final project analysing)
Total 144 Graduation (144 credits – 44 courses
completed)

In order to achieve the intended learning outcomes, DCE has formulated some strategies, i.e.,:
1. Conducting structured teaching and learning processes, academic evaluation and
assessment, and softskill assessment.
2. Conducting field and laboratory practical implementation of study.
3. Developing infrastructures that support student-centered learning, i.e., improving
laboratory equipment, library resources, and internet access.
4. Conducting guest lectures or seminars which not only be fruitful for students to develop
knowledge and share idea/experience but also useful to motivate them about life-long
learning in field works related to civil engineering.

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

Furthermore, in order to make the expected learning outcomes to be aligned with the designated
curriculum, typical evaluation and assessment below can be used:
 ELO-1 Work capability:Examination, laboratory reports, assignment reports, practical
fieldworks, technical drawings, academic evaluations, and oral presentations.
 ELO-2 Knowledge proficiency:Examinations laboratory reports, assignment reports,
practical fieldworks, field reports, technical drawings, academic evaluations, oral
presentations, and final year project and defences.
 ELO-3 Managerial competency :Internship reports, written and oral presentations,
scheduled assignment submissions, group assignments, and evaluation on students’
creativity programmes (extracurricular).
 ELO-4 Compulsory courses (institutional curriculum): Case studies, oral presentations,
forum group discussions, and industrial and community internships.

2.2.3 The programme specification is informative, communicated, and made available to the
stakeholders
The programme specification of DCE is made availablein printed version as brochure, catalogue and
syllabus (example of its cover is provided in Appendix 2.2.4). All of the information regarding
courses, learning outcomes, curriculum, vision and mission of DCE, as well as list of academic staff
is included in the catalogue.The catalogue is distributed to the stakeholders, prospectus candidates
(particularly high-school student and graduate), guests, visitors from schools or universites, or
public by request. Recently, DCE is developing the website (http://www.ce.its.ac.id) so the
complete information of DCE programme specification can be accessed widely by the stakeholders,
and even prospectus candidates from abroad countries. Furthermore, students can access and
monitor their academic performance by means of academic information system (SIAKAD) via
Integrated Information System (http://integra.its.ac.id). This facility consists of academic
transcript, teaching and learning activity, assessment of student learning outcomes learning
feedback from the student, self assessment report (SAR) for course quality, and course subject list
and grading systems. .

2.3. Programme Structure and Content

2.3.1 The programme content shows a good balance between generic and specialised skills and
knowledge
Undergraduate/bachelor programme (2014-2019 DCE curriculum) is divided into 2 stages: 1.
preparatory stage with load of 36 credits (conducted in 2 semesters), and 2. undergraduate stage
with load of 108 credits (6 semesters). The total 144 credits of programme (48 subjects) consist of

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

45 compulsory subjects (132 credits) and 3 elective subjects (12 credits). The compulsory subjects
consist of compulsory subjects in preparatory stage, major compulsory subjects including final
projects and project works, and supporting/interdiscipline subjects. In preparatory stage,
compulsory subjects include fundamental science and engineering subjects which support DCE
curriculum, and soft skill subjects which are taught in all faculties based on institutional curriculum
(ITS curriculum). In preparatory stage, the programme focuses on developing generic skills and
knowledge. Thus, soft skill subjects are designated to prepare and equip the first year students with
academic professional ethic and attitudes. The generic skill and knowledge of student is then
strengthened in undergraduate stage by completing supporting subjects. Therefore, 34.7% of
subjects in the programme is designed to develop generic skills and knowledge, while 65.3% of
subjects is structured to develop specialised skill and knowledge (Major compulsory, elective
courses and final projects).

Major compulsory subjects are categorized into 5 core modules, i.e., Structures, geotechnics,
transportation, hydrotechnics and project management. While supporting/interdiscipline subjects
are land surveying, computer programmeming and application, civil engineering drawing,
engineering mathematics, statistic for civil engineering, system modeling for civil engineering.
Minimum 3 out of 24 elective subjects can be taken by students start from semester 5 to support
final project topic of interest (classification of elective subjects related to the final project topic is
provided in Appendix 2.2.1). These elective courses allow students to attend classes in accordance
with their needs to support their specialised skills and knowledge. Details on course structures and
credit of each course are provided in Appendix 2.2.1. The course structures in a bachelor
programme is summarized in Table 2.3.1 below.

Table 2.3.1. Summary of Course Structure

Subject/Course Group No. of Credits Percentage
Course (%)
1. Generic Skills and Knowledge 22 59 41%
1. Basic Civil Engineering 6 19 13.2%
2. Institutional Compulsory 6 16 11.1%
3. Basic Engineering 3 9 6.3%
4. Supporting for civil engineering 7 15 10.4%
2. Specialized skills and knowledge 28-29 85 59%
1. Major Compulsory Course + Project 23 69 47.9%
Work
2. Major Elective Course 4–5 10 6.9%
3. Final Project 1 6 4.2%
Total 50-51 144 100.0 %

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

2.3.2 The programme reflects the vision and mission of the university
The curriculum in the DCE programme is designed to be in line with vision and mission of ITS
(intitutional level). As can be seen in Appendix 2.3.1, ITS vision is “to become an internationally
reputable institute in science, technology, and art, especially to support an environmentally
conscious industrial and marine development” (https://www.its.ac.id/article/visi-misi-its/en).
Thus, some major compulsory courses have advanced topics in science and technology (domestic
and industrial scale) in the field of civil engineering, i.e. Concrete and Material Technology,
Construction Method and Equipment, Airport and Harbor Design, Coastal and River Engineering,
and Embankment and Earth-Retaining Structures. In addition, some compulsory and elective
courses are aligned with the ITS mission, for example, improving the welfare of community through
educational activities (to produce graduates who are faithful and devoted to God Almighty and
have morals and manners of a noble), equipping graduates with knowledge of technopreneurship
and management skills, and community sevices in industrials or governmental sectors by means of
conducting project work and final project courses Appendix 2.2.1.. Furthermore, in order to
support ITS vision to be internationally recognized institute, DCE programme has adopted it inside
DCE vision. All this can be achieved by improving the quality of research and publication which is
translated into the curriculum by providing scientific writing method subject, up-to-date subject,
and final project in laboratory or field-work research. Some guest lecturers or visiting scholars
supporting internationalisation are listed in Appendix 2.6.4. whilesome research and community
service activities and published works by DCE academic staff are listed in Appendix 2.1.7.

2.3.3 The contribution made by each course to achieving the learning outcomes is clear
The learning outcomes are described in Section 2.1 above (The example of ELO is provided in
Appendix 2.1.11). The catalogue/syllabus consists of learning outcome of each course is provided
in Appendix 2.1.3. It can be seen that each course is designed to achieving the learning outcomes
that has been formulated when designing curriculum. Specific curriculum at institutional level (ITS
curriculum) has also been adopted in all departments’ curriculums, including DCE curriculum. This
is to ensure the unique capabilities or competencies obtained by ITS graduates. ITS curriculum is
mainly targeting Managerial Competency and Softskill, formulated as LO-3 and LO-4. These LO are
supported in some course subjects in ITS or DCE curriculum , for example, Concept of Nationalism
and Technopreneurship (ITS curriculum), and Project Management (DCE curriculum). The
contribution of each course to achieving the intended learning outcomes is given as a competency
matrix in Appendix 2.3.5.

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

2.3.4 The programme is coherent and all subjects and courses have been integrated
After formulating learning outcomes contributed by each course, the programme was structured
based on the level of study. Details on course structures distributed in each semester, credit of
each course and ELO of each course are provided in Figure 2.1.1. How a course is correlated to
another course can be seen in Appendix 2.1.10. The colour courses indicate specialized skills and
knowledge, and the no colour courses indicate basic/supporting courses. The same colour indicates
the same specialised, i.e. Structure, Hydro Technics, Geotechnics, Transportation, and
Management Construction. All courses in the ‘line’ indicates the course matter is integrated and
strengthens other courses to achieve the key competencies in the 2014-2019 DCE curriculum start
from semester 1 until semester 8 as shown in the appendix. Other courses (without connecting
line) are supporting/interdiscipline courses which are also compulsory courses to achieving other
related learning outcomes.

2.3.5 The programme shows breadth and depth

Courses can be classified into five main topics or disciplines, namely (1) Concrete and Steel
Materials, (2) Structure, (3) Geotechnics i.e. soil mechanics and rocks, (4) Transportation i.e. road
material, (5) Construction management. From these five primary topics, the courses are distributed
into three categories based on depth, range and level of thinking skill, i,e.,:
1. Knowing/understanding; students are expected to be able to explain, interprete, calculate
based on the theoretical knowledge, and summarise. This category comprises course group
discipline of civil engineering and the solution of further construction analysis.
2. Applying; students are expected to be able to demonstrate the civil engineering
equipment, design the structural elements, and simulate the behavior of structure. This
category consists of all course group disciplines.
Analysing; students are expected to be able to analyse, identify, and structurise a concept.

2.3.6 The programme clearly shows the basic courses, intermediate courses, specialised
courses and the final project, thesis or dissertation
The curriculum comprises 65.3% (29 out of 48 courses) related to civil engineering discipline, 18.7%
(11 out of 48 courses) related to basic knowledge that support core competencies, and 16% (8 out
of 48 courses) e courses related to soft skills development. The major compulsory in the designated
curriculum are intended to support graduates with competencies that in line with national
competencies framework and capabilities of workforce in general scope.

As can be seen in the programme structure in Appendix 2.3.3 and Figure 2.3.1, basic courses are
positioned in the first year of the study. In semester 1 and 2 have four courses that related directly

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

to the field of civil engineering. One of them (concrete material technology) is also equipped with
practical (basic laboratory) activities. In semester 3 and 4, intermediate courses are introduced
since the student has passed the basic knowledge. Most courses available in this second year of the
study are related to basic knowledge of civil engineering that support the key competencies. Next,
in semester 5,6,7 and 8, specialised courses are provided when the student has obtained adequate
fundamental aspect of civil engineering. There are also courses aiming at development of
managerial skills, and an elective course that allows students to select their specialisation or
interest as a preparation to conduct final projects. Before starting the final year of study, students
required to conduct project work subjects. By taking this subject they are expected to be able to
demonstrate their obtained skill and knowledge into the real world situation (in industry,
community, or government sector). Some elective courses are provided in semester 7 and 8 to
support the final project. However, in some cases, the students can conduct their final project in
semester 7 when they have passed minimum 102 credits, and passed a “research methods” course.

2.3.7 The programme content is up-to-date

As mentioned in previous sections, the curriculum is designed to meet the needs of the
stakeholders. In order to maintain an up-to-date programme content, curriculum is reviewed once
in every 5 years. The comparation of current curriculum (2014-2019) and previous curriculum
(2009-2014) is presented in Appendix 2.3.4. Annual evaluation of course and lecture contents is
taken in order to make sure that learning outcomes have been succesfully achieved. The example
of annually evaluation is presented in Appendix 2.3.2 and 2.3.3. Therefore, in recent design of
2014-2019 DCE curriculum, some new courses are introduced to facilitate students with recent
development of civil engineering and technology.

2.4 Teaching and Learning Strategy

2.4.1 The faculty or department has a clear teaching and learning strategy
In DCE, learning system is designed based on strategy that is relevant to objective and hierarchy of
the study programme. Each course has specific teaching and learning method, depending on
intended learning outcome, objective, and depth of the content. The content of each course along
with learning methodology is described in Learning Plan (LP)/Rencana Pembelajaran. An example
of LP of a course is given in Appendix 2.4.1. LP comprises of learning objectives, outline of course
content, competencies, subject/course material, assignment, learning methods, indicators of
achievement and evaluation criteria, and bibliography for the 16 meetings in a semester. LP is
prepared for each course so that student can expect the learning outcomes by knowing the subject

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

content, and make a plan for their next subject to learn. Also, the students understand duration of
study to achieve the intended learning outcomes of each course. In the lectures of each course, LP
is attached in the attendance list. Therefore, students can access LP each time they attend a lecture.

At the first week of semester, PCB and LP of each course are informed to the students. Therefore,
students are able to prepare to themselves before the class started, by reading the literature or
course material. This allows students to participate responsibly in the learning process. Learning
process is developed to motivate the students to have creative and critical thinking, and
explore/experiment new ideas. Every single learning process has mechanism to monitor, evaluate,
and improve teaching activities, teaching materials, and learning outcomes. The correlation matrix
of Specific Learning outcome, learning method and Assessment is presented in Appendix 2.4.3.

2.4.2 The teaching and learning strategy enables students to acquire and use knowledge
academically
In accordance to fulfill ITS vision as an international reputable Research Based Institution, DCE has
conducted strategic efforts in implementing Tridarma Perguruan Tinggi (Three duties of higher
education i.e., teaching, research, and public services). These efforts are given to support high
quality of academic atmosphere by means of Laboratory Based Education (LBE) and Student
Centered Learning (SCL). Therefore, PCB and LP of each course has also been designed in line with
each laboratory activity and scientific capability. Hence this supports research activities within the
laboratory. Learning outcomes of each course are formulated to be achieved by particular teaching
and learning strategy (an example is given in Appendix 2.4.1).

DCE organises an effective class size, which is around 40 students per class for each course. This
number is also the same for laboratory practice within a group for each session. This is to allow an
effective teaching and learning processes, particularly when conducting a group discussion. A group
discussion can be applied to create a teaching-learning environment that involves active
construction of learning by the students. Therefore, a lecturer will act as a facilitator of learning
process rather than a-one way knowledge transfer. In DCE, this kind of learning strategy will also
develop students’ soft skills and improve learning-by-doing opportunities.

2.4.3 The teaching and learning strategy is student oriented and stimulates quality learning
Academic activities such as teaching and learning in class, discussions, seminars, and students’ self-
learning are well conducted as planned in DCE course profile. DCE also facilitates students to
conduct their independent academic activities by means of activities related to curriculum or other
activities related to their personal development. Thus, students may design their academic learning

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processes with the supervision of lecturer. For example, students are independent to choose their
topic of final projects which can be in the form of researches, literature reviews/case studies, and
engineering designs. Students are also free to choose specific topics and locations/sectors to
conduct their project works which can be in industries, communities or government sectors. The
information of learning strategy described in each course (Appendix 2.4.2) allows the students to
choose best learning strategy based on their own capabilities in order to achieve the intended
learning outcomes.

The learning methods with more lectures and less students’ participation as stated in curriculum
2004 can not be fully implemented these days. On the other hand, the teaching and learning
methods based on Student Centred Learning (SCL) and Project Based Learning (PBL) are developed
to motivate students and stimulate their creative and critical thinkings to cope with emerging civil
engineering science and technology. Since 2009, DCE has periodically started to implement Student
Centred Learning (SCL) method. SCL method implemented at DCE may consist of: (1) Small Group
Discussion, (2) Contextual Learning, (3) Problem Based Learning and Inquiry, and (4) Laboratory
Based Learning. The objective of this methodz is to support students to be more active, creative,
and confident to share their opinions/ideas in class, workshop, seminar, dissemination, conference,
discussions, and tutorial activities.

2.4.4 The teaching and learning strategy stimulates action learning and facilitates learning to
learn
SCL method will create students to be more active and responsible for their improvement on
academic skill and scientific knowledge, thus will enhance their abilities to study and work
individually and/or in a team. In this method, lecturers acts as facilitators, motivators and guide the
learning processes. In addition, under supervision of the lecturers, students will be come
independent learners. They will have initiative to search course materials and create academic
learning environment. All courses in DCE are delivered by interactive discussion in class and/or
using other supporting facilities, such as computer based learning and e-learning. In the case of e-
learning (http://share.its.ac.id/), teaching and learning activities require active participation of
students in developing their academic needs and lecturers in updating course materials. Some
course materials can also be accessed as an open content from http://ce.its.ac.id/index.php by
students or even public (external students/lecturers). Both e-learning and open content facilities
are managed by Pusat Peningkatan dan Pengembangan Aktivitas Instruksional (P3AI) - Centre for
Educational Development and Instructional Activity at institutional level. In order to improve

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teaching and learning strategy conducted in DCE, evaluation of the strategy has been done
(summary of the evaluation is given in Appendix 2.4.5).

Furthermore, in order to achieve quality student learning, a Laboratory Based Education (LBE)
system has been translated into “team-teaching”, in which a course can be taught by more than
one lecturer based on course group disciplines. Therefore, this can create action learning so that a
lecturer will be able to learn from and with each other in the same course group disciplines. In the
end, this teaching-learning environment will improve student learning. However, in practice in DCE,
this team-teaching method requires more preparation time for each course. The improvement of
this method is still in progress.

2.5. Student Assessment

Student assessments described in this session include assessments for student admission (selection
of prospective students), for courses at the end or during the semester activity, for student progress
and exam of students’ final projects, and overall evaluation for graduation.

2.5.1 Student assessment covers student entrance, student progress and exit tests
Basically, student admissions are carried out using mechanisms of Paper-Based and non-Paper-
Based Entrance Test. There are three student admission mechanisms conducted at DCE, i.e.:
1. A nationwide selection namely Seleksi Nasional Masuk Perguruan Tinggi Negeri (SNMPTN) –
National Selection for State University Admission which is a non-paper based selection
conducted by a group of state universities in Indonesia. The assessment of prospective
students is based on student academic performances (academic report on basic sciences) in
registered senior high schools across the nation.
2. A nationwide paper-based entrance test called Seleksi Bersama Masuk Perguruan Tinggi
Negeri (SBMPTN) – Collective Selection for State University Admission. Unlike SNMPTN,
SBMPTN is more competitive scheme which examines students’ basic knowledge and
academic potential through written tests provided by the universities. Only top candidates
who pass the passing grade will preferably be eligible to enter the programme chosen by the
candidates themselves. An average passing grade of DCE student candidate is always number
one within the Faculty (Appendix 2.5.1). This passing grade indicates input competency.
Similarly, the number of applicant for DCE programme is also number one within the Faculty
(Appendix 2.5.2). This number has increased from time to time which indicates the increasing
interest of candidates to study in DCE programme.

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3. ITS has also internal selection (a paper-based test) for student admission targeting high quality
senior high school students by providing several scholarship schemes namely Seleksi Masuk
ITS (SMITS) – ITS Entrance Test. This can be accessed from http://smits.its.ac.id/ (See Appendix
2.5.4)
All accepted candidates required to perform TOEFL and academic potential tests (provided
internally at ITS) before starting the study in ITS, regardless student admission mechanims taken
by them. Student’ study progress is assessed at least twice during their studies in DCE. The first
assessment is performed at the end of 2nd, 4th, and maximum 14th semester, referring to the
guideline of ITS Academic Regulation year of 2009. Students are allowed to continue the study if:
- At the end of 2nd semester,students must pass 18 of 36 credits in the preparatory stage, and
have Grade Point Average(GPA) ≥ 2.0 (Table 2.2.1).
- At the end of 4th semester, students must pass all of 36 credits in the preparatory stage. They
must have GPA ≥ 2.0, and must get minimal grade C or higher for DCEcompulsory courses. The
description on grading is given in Section 2.5.2.
Undergraduate thesis (Final Project) is a compulsory subject to be taken by each student as a
requirement of graduation. This subject serves assessment that covers exit test for the students
before graduating from DCE. In DCE syllabus, Final Project course is in Semester 8, however
students who have met the requirements (i.e., passed Research Methodology course, completed
at least 120 credits, and passed compulsory and/or elective courses related to the topic of final
project) in 7th Semester can take this subject. During completion of final project (thesis), a student
will be supervised by a lecturer (who is relevant to the thesis topic/laboratory). A co-supervisor
(e.g., inter laboratory or inter discipline) may assist the student when necessary. The project should
be completed within one semester. However, one semester extended deadline can be granted
after conducting evaluation on the student’s progress. Thesis that has not been completed up to 2
semesters will be automatically diminished, requiring the student to submit new proposal of thesis
(can be a similar topic). To maintain the high standard quality of undergraduate thesis, three
mechanisms of evaluation are applied, namely the thesis proposal, thesis progress, and thesis
defend seminars. All mechanisms are assessed based on oral presentations and thesis report. The
final examination embedded in defending oral exam is a comprehensive exam to measure
knowledge, critical and analytical thinking, and intended skills upon the completion of their studies
and attaining bachelor degrees.

Upon the completion of the study, administrative evaluation is conducted at department level,
faculty level up to senate meeting. This is to ensure that students have to complete the entire study
load as much as 144 credits (no E grade in one single course, and no D grade in compulsory and

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supporting courses), with Cumulative Grade Point (CGP) ≥ 2.0. In addition to this requirement,
students are expected to obtain at least one foreign language test such as minimum TOEFL score
of 477 and Student Extracurricular Activities (SEA) (minimum score is presented in Appendix 2.5.3).

2.5.2 The assessment is criterion-referenced

As mentioned above, new students are selected through paper-based and non-paper based test.
For paper-based test, passing grade are determined nationally since the test is conducted
nationwide. For a non-paper based tests, the selection is based on candidates’ academic
performance in their high-schools. Eligible candidates for DCE bachelor programme have to be high
school graduates with background studies in the field of natural sciences (physics, mathematics,
chemistry, and biology). Therefore, to show the candicate academic proficiency, minimum score of
7 in all subjects have to be achieved in 1st semester to 5th semester.

Table 2.5.1. Grade Criteria and Band Score of Assessment

Grade Criteria
Grade Numerical Alphabetical
Band Score
Grade Grade
Excellent 4 A 81 – 100
Very Good 3.5 AB 71 – 80
Good 3 B 66 – 70
Average 2.5 BC 61 – 65
Pass 2 C 51 – 60
Poor 1 D 41 – 50
Fail 0 E 0 – 40

Assessment of students’ progress and exit tests are based on students’ competencies or learning
outcomes achieved by the students for each course. Assessments are regulated in Article 18:
“Evaluation of student learning process comprises at least four types/methods of assessment”.

As can be seen in Appendix 2.4.2a, each course has a formulation of assessment (mode/criteria
and an indicator of achievement) for the intended specific learning outcomes. The example of
assignment, examination, and Evaluation plan are presented in Appendix 2.4.2b.

The indicator of achievement is translated quantitatively as score/point. The final score/grade is

stated by means of grade criteria (i.e., having a specific range of numerical score). The grade criteria
and its numerical score are presented in Table 2.5.1. In some cases, students who fail the course

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may have the opportunity to request a remedial exam within a period of time (before the semester
ends). Otherwise, the students must retake the course in the following semester/year.

2.5.3 Student assessment uses a variety of methods

Several types/methods can be used to assess the students’ progress and evaluate whether the
learning outcomes of each course has been obtained. The assessment may include,
assignments/report, exams (essay or oral test), student’s activities within a group (discussions,
practical works), or individual laboratory skills. Each course has its appropriate design of
assessment/evaluation methods depending on the objectives, competencies, and learning
outcomes to achieve. Course evaluations may consist of exams (mid-term and final), assignments,
and reports. The evaluation can be in the form of written, orals, demonstrations, discussions or
presentations. This can be individual or in a group of students assessment. Mid-term exam is
scheduled in week 8 or 9, while the final-term exam is held in week 16 of the semester.

The proportion of each assessment mark is informed to the students at the beginning of the course.
A team teaching for some courses is available in DCE. This teaching and learning method allow the
lecturers to set and select the marks composition as agreed in course contract. All the assessment
processes are transparent to students (i.e., students can access https://integra.its.ac.id/ where all
the academic reports are recorded) since this can be regarded as feedback/evaluation of their
learning activities.

2.5.4 Student assessment reflects the expected learning outcomes and the content of the
programme
As can be seen in Appendix 2.4.2, the student assessment method of each course is designed and
planned to evaluate to what extent of learning outcomes can be achieved by the students. The
learning outcomes consist of students’ academic and non-academic performances. The criteria for
assessment is communicated to students at the beginning of course and during the course.
However, in order to monitor and ensure that assessment is aligned with the expected learning
outcomes, an examination commission needs to be established. This commission will conduct the
monitoring and set up a system to ensure the assessment are covering all expected learning
outcomes and the level of competencies. The establishment of this commission is still in progress
and expected to commence in the following semester.

2.5.5 The criteria for assessment are explicit and well-known

At DCE, student assessment procedure and criteria is made clear by connecting between specific
learning outcomes of each course with type of assessment appropriate for that learning oucomes.

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This is all written in RP or Plan for Learning Activities, which can be accessed by the students
themselves. ITS has an academic regulation that arrange examination regulation. This is to ensure
that assessment is conducted appropriately to reflect the students’ performance. For example,
individual score aims to evaluate student’s knowledge proficiency of thecourse subject and
encourage them to develop action learning. Group assignment and presentation score aims to
evaluate students’ capability in working in a team as well as to improve their communication skill.
DCE plans to have the examination commission comprises of person who understand the role of
assessment towards achieving knowledge and skill associated with the intended learning outcomes
of each course subject.The commission can be represented by member of each laboratory or
course group discipline.

2.5.6 The assessment methods cover the objectives of the curriculum

As mentioned above, the methods of assessment should cover the objectives of the curriculum for
the intended learning outcomes. By designing RP or Plan for Learning Activities, students are well
informed about the assessment methods applied for each course. Therefore, they will be aware of
criteria that will be used to evaluate their performances in achieving the objectives of the
curriculum. The planned examination commission will also be assign to verify the assessment
method and ensure the effectiveness of the assessment method in aiming the objectives of the
curriculum.

2.5.7 The standards applied in the assessment are explicit and consistent
Student assessment in DCE regularly and consistently refers to the guideline of ITS Academic
Regulation year of 2009. The calculation of Indeks Prestasi (IP) - Grade Point Average (GPA) at the
final semester is calculated as in Article 19 of the Academic Regulation. The GPA determines the
status of the Student Study Continuation in the following semester with regards to total credits
allowed to be taken by the students (Table 2.5.2). It is also stated in Article 19 that students who
are in the preparation stage (1st - year students) are allowed to request remedial/retake certain
courses when they obtain low grades (or even fail) up to a year of their admission. As a
consequence, the valid grade recorded in the students’ academic reports (transcripts) is the latest
grade obtained by the students.

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Table 2.5.2. Total credits (maximum load of study) in the following semester

GPA Maximum load of study

(each semester) (credits)

GPA < 2.00 16

2.00 ≤ GPA < 2.50 18

2.50 ≤ GPA < 3.00 20

3.00 ≤ GPA < 3.50 22

GPA ≥ 3.50 24

Students’ graduation criteria (status) are grouped into three categories cum laude, very satisfactory
(honour), satisfactory (pass) based on GPA and period of study (Table 2.5.3).

Table 2.5.3. GPA Criteria

Graduate Criteria CGP Period of Study

Cum Laude 3.51 ≤ CGP ≤ 4.00 ≤ 8 Semesters

3.51 ≤ CGP ≤ 4.00 > 8 Semesters

Very Satisfactory or or

2.76 ≤ CGP ≤ 3.50 9 or 10 Semesters

2.76 ≤ CGP ≤ 3.50

Satisfactory or > 10 Semesters

2.00 ≤ CGP ≤ 2.75

2.6. Academic Staff Quality

2.6.1 The staff are competent for their tasks

At DCE, there are 54 registered (fixed-term) academic staff members who are recruited as
public/government employees (civil servants) – Pegawai Negeri Sipil (PNS) in the Directorate
General of Higher Education, Ministry of Education and Culture (Appendix 2.6.1). The academic
staff are administratively assigned as employees in the Faculty level (i.e., Faculty of Civil Engineering
and Planning) ITS, led by the Dean of respective Faculty. From 54 academic staff, 8 are Professors,

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18 have Doctoral Degrees, 21 still hold Master Degrees and 7 still pursue their studies for Doctoral
Degrees (please see Table 2.6.1 and Appendix 2.6.2). List of guest lecturers are given by visiting
academic/professional (e.g., at the seminars, workshops) is presented in Appendix 2.6.4. All of this
aims to the improvement of academic quality at DCE.

As a lecturer, we have “Tridharma Perguruan Tinggi” (Three duties of higher education - duty as a
lecturer) as mentioned in our regulation as public/government employees. Our task includes
teaching-learning, research, and public services. The description of the tasks is explained in
Peraturan Akademik (Academic Rules). Since DCE implements Laboratory-based Education system,
all activities of academic staff (education/lecture, research, and community service) are managed
within the respective laboratories. Each of lecturer is assigned based on course group discipline
(rumpun mata kuliah – RMK) that is categorized under each laboratory. In the beginning of each
semester, the Coordinator of bachelor study programme assigns each lecturer to give teaching
course subjects based on lecturer field of expertise and competency.

Table 2.6.1 Academic Staff at DCE

Master Doctorate Professor

Category Total
M F M F M F
Distribution among the Laboratory
Concrete and Building Materials 10 4 3 1 2
Structure 8 2 3 1 1 1
Transportation and Road
10 6 1 3
Materials
Soil Mechanics and Rocks 10 4 1 2 2 1
Hydraulics and Coastal
7 3 3 1
Engineering
Construction Management 9 3 3 3

For competency of teaching-learning, teaching competency (also known as Academic Staff

Certification) certified by Directorate General of Higher Education (DGHE) of the Ministry of
Education and Culture are awarded to the academic staff, by acknowledging the competencies in
conducting teaching and learning activities. Furthermore, all academic staff at DCE have an
academic qualification of at least Master Degree, which is the minimum degree standardised by
DGHE to be eligible to conduct teaching and learning activities for undergraduate study
programmes. All of them have also attended a training on teaching and learning methods (e.g.,
Acta V, Applied Approach or Active Learning) organised by internal/external tutors to enhance their
abilities for improving a method of teaching-learning.

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For conducting researches, all academic staff at DCE have actively conducted researches. This
includes supervising students in their final projects. In addition, they are also involved in community
service as a consultants, and education based on their respective field of expertise. All activities are
acknowledged by the Head of Department and/or the Dean by providing a formal
appointment/assignment letter to ensure credibility of the work. Funding for these activities can
be from government institutions (such as DGHE – the Ministry of Education and Culture, the
Ministry of Public work service, National Research Council) and overseas institution (e.g., joint
supervisions, research partnerships, etc.). DCE is one of the best department in ITS for conducting
reasearch and publications. Since 2007 until now we often get an award (penilai jurusan terbaik –
PJBT – the best department forresearch quality and community service) i.e management,
community service and environmental hygiene, (The certificate example is provided in Appendix
2.6.8).

In the last 6 years, numerous numbers of research and national and international publications have
been achieved by DCE academic staff. Based on LBE system, all research activities, publications, and
community services are coordinated by the Head of each Laboratory in DCE. Therefore, each
academic staff is assigned to a laboratory which is led by a Professor. The numbers of research
funding which obtained by DCE staff for research is presented in Appendix 2.6.5. List of some
community sevice activity which participated by DCE staff is provided in Appendix 2.6.5. In
addition, the staff members are also actively participated in a number of seminars, conferences,
and workshops to disseminate their research results and to interact with professionals in the same
field of expertise/research. ITS, DCE and Laboratory also encouraged lecturer to publish their
research in national or international journal/proceeding (Appendix 2.6.6). ITS via department has
allocated budget to support academic staff who plan to attend scientific seminars and/or publish
their works in highly reputable journals. Recently, Google scholar citation index achieved by DCE
academic staff reaches 1885 citation (with ratio of 34.9). This indicates that DCE academic staff are
competent in their field of expertise specifically on civill engineering criteria.

For community services, most of the academic staff at DCE are member of professional association
(e.g., Indonesian Society of Civil and Structural Engineers, Indonesian Association of Hydraulic
Engineers, Indonesian Transportation Society, Member Society of International Society for Soil
Mechanic and Geotechnical Engineering, Indonesian Society of Project Management Professionals)
and some staff are also involved in associations that are more specific to their expertise in national,
regional and international level, e.g., Eastern Asia Society for Transportation Studies, International
Association for Hydro-Environment Engineering and Research, International Commission on Large

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Dams, American Institute of Steel Construction (AISC), ACI (American Concrete Institute), Precast
Concrete Institute (PCI), IALT (International Association of Lowland Technology). These indicate
that DCE academic staff have contributed to the community nationwide or even internationally as
professionals (The certificate example is presented in Appendix 2.6.9 ).

2.6.2 The staff are sufficient to deliver the curriculum adequately

To deliver the curriculum adequately, DCE has 54 lecturers with a high quality of academic
backgrounds. The ratio of lecturers and students are 1:13, and based on regulation of DIKTI this
ratio was adequate to deliver teaching-learning. Based on these data, in the case of teaching and
learning activities, all academic staff at DCE are required to design teaching and learning plan,
outlined in PCB and RP based on syllabus and curriculum. Evaluation of teaching and learning
method from previous semester can be input to modify/adjust for current methods of particular
course subject without changing the course content. Details of teaching and learning strategy have
been described in Section 2.4.
The quality of the teaching and learning to deliver the curriculum is also examined with Self-
Assessment Report (SAR) system. In the SAR system, academic staff define their target of average
score in a class. At the end of the semester, the academic staff record the real average scores. From
the comparison between target and real average score, an academic staff could observe whether
the learning goal is achieved or not. If the learning goal is not achieved, the staff should improve
the learning process by adjusting learning material or conducting tutorial. At the end of each
semester, students are required to give feedback and input of the teaching and learning processes
of each delivered course subject and lecturers’ performances in the whole semester. This online-
based evaluation is anonymous/nameless (http://akademik.its.ac.id/data_ipd.php via
https://integra.its.ac.id), ensuring a reliable information given by the students. Points of evaluation
comprise course contents and teaching quality delivered by each lecturers (see Appendix 2.6.6).
The combined score on evaluation of course content and teaching quality represents Lecturer
Performance Index - Indeks Prestasi Dosen (IPD). The score of > 3 out of 4 indicates that the
lecturers are considered competent to teach and has delivered adequate quality of learning
processes.

Furthermore, to ensure that the course has been implemented satisfactorily, DCE assigns an
administrative staff to monitor the implementation of the course. The results of this monitoring
are reported to the Head of Department and the Dean every four weeks in one semester. The Dean
will give notice to a lecturer who does not meet the minimum teaching and learning activities, i.e.,
90% of the scheduled activities. In the case of a lecturer who receives more than one notice, Senate

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meeting (involving the Head of Department, Dean, Rector and the lecturer him/herself) will be
conducted to decide academic and/or non-academic penalty for the lecturer.

2.6.3 Recruitment and promotion are based on academic merits

Recruitment for new academic staff is conducted through a national selection process, based on
the guideline set by State Minister for the Empowerment of State Officers and the Ministry of
Education and Culture. The selection stage includes paper-based administrative evaluation (e.g.,
academic records, education background, Curriculum Vitae, etc.), written and oral tests (i.e.,
personality test, psychology test, basic and academic related test, English and/or foreign language
proficiency tests, physiological tests, and interview by the user (DCE)). The candidates will be then
recommended to the Ministry for a final decision. Candidates who passed the selection process will
be appointed as a candidate of government employee – Calon Pegawai Negeri Sipil (CPNS). Each
CPNS has to attend a pre-training and workshop which will be evaluated through a series of
assessments (e.g., integrity, teamwork, personal skill, and professionalism, etc.). After formally
accepted as a government employee, the academic staff will be assigned to a department. The
head of a department along with more senior academicians play a key role in capacity building or
give guidance for the new/junior academicians.

2.6.4 The roles and relationship of staff members are well defined and understood
ITS has a regulation regarding Organisasi dan Tata Kerja (OTK) - Work Organization and Structure
to formulate roles and relationship of staff members. According to OTK, the roles of academic staff
are lecturers, researchers, community services, supervisor of internship, and supervisor of Final
Project. Academic Staff with extra duties such as the Head of Department, Secretary of
Department, Coordinator of Study Programme, Secretary of Study Programme and Head of
Laboratory are also defined. It also describes relationship and roles of each staff members as well
as each task assigned to them and their responsibilities.

The Rules and Code of Conduct established by ITS Senate has been applied to the entire academic
community which consists of: (1) Ethics and integrity, (2) Creativity and innovation, (3) Academic
excellence, (4) Strong Leadership, (5) Synergy, and (6) Social cohesion and social responsibility. In
general, all activities will be reported to the Rector. In order to accommodate clear job description
and roles of each element, structure of organisation has been established at institutional, faculty
and department levels. This is also to ensure that all programmes are conducted efficiently and
accountably.

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Bachelor programme is managed under DCE management. For its operational, academic staff
representatives are appointed to conduct managerial work at DCE which is led by the Head of
Department. Leadership and managerial system at DCE are collegiate, coordinative, transparent,
communicative, and accountable. DCE has established Standard Operational Procedure (SOP) as
standard/guideline to maintain a good service in administrative, education/academic, and facility
(laboratory) sections. This SOP is also applied as a basis to evaluate the performance of academic
staff and support staff, including a recommendation to apply reward or penalty to the staff. The
implementation of each role is recorded and monitored in Beban Kerja Dosen (BKD) – Academic
Staff Workload each semester (Appendix 2.6.10).

2.6.5 Duties allocated are appropriate to qualifications, experience and skills

In carrying out everyday tasks at DCE, the academic staff members are coordinated by Head of
Department, assisted by Secretary of Department. DCE has six laboratories, i.e., (1) Concrete and
Building Materials Laboratory, (2) Structure Laboratory, (3) Transportation and Road Materials
Laboratory, (4) Soil Mechanics and Rocks Laboratory, (5) Hydraulics and Coastal Engineering
Laboratory, (6) Construction Management Laboratory. Therefore, each academic staff is assigned
to a laboratory which is led by a Professor. Since DCE implements Laboratory-based Education
system, all activities of academic staff (education/lecture, research, and public services) are
managed within the respective laboratories.

Each semester, duties allocated to each staff members are discussed and assigned by the
Coordinator of Study Programme, particularly in teaching allocation. All lecturers are assigned
based on their qualification and expertise under course group discipline where they are involved
in. In the case of research, the Head of Laboratory will conduct a meeting with their laboratory
member to determine a topic of research, research development, and a person in charge for each
proposed research project. This mechanism is also the same for determining community service
project. If DCE receives a proposal for research/project collaboration, the Head of DCE will forward
this proposal to the Head of Laboratory of the intended topic. The Head of Laboratory will then
have a coordination with their members to allocate this assignment appropriately according to
qualifications, experience, and skills.

2.6.6 Staff workload and incentive systems are designed to support the quality of teaching and
learning
According to DGHE Decree no. 48/1983, each fixed-term academic staff has a workload of at least
12 credits (equal to 36 hours per week) in a full semester, which can be various types of academic
activities (education/teaching-learning, research, and public services). Implementation of these

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activities is evaluated and monitored by the Head of Department, which is then reported (written
by means of sending the filled Staff Assessment / Daftar Penilaian Pelaksanaan Pekerjaan (DP3)
form) to the Dean, Rector, and DGHE (The example is presented in Appendix 2.6.11). Apart from
academic activities, some of the academic staff have been assigned to have a position role in the
academic management up to institutional level. This will increase staff workload and is
considered/calculated as credits. For example, the Head of Department has a workload equivalent
to 5 credits.

In addition, all academic staff who have well performed in academic activities and passed a
minimum 12 credits per semester are entitled to receive an academic incentive and professional
benefit (for those who are Professors and hold Certificate of Lecturers) on top of regular salary.
Since all academic performances are well recorded, academic staff 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 academic qualification levels based on credits obtained during a
particular period of time. Each lecturer should submit their proposal of credit points along with a
source of evidence to human resources staff. Then, HR staff will organise a paper-based system of
the career promotion which will involve evaluation/recommendation by peer-review (senior
colleagues) and the Head of Department through internal meeting with DCE representatives. The
final evaluation is given by the Rector and the DGHE – Ministry of Education and Culture. The
professorship is the highest qualification for a lecturer. Similar to the process of previous
promotion, the candidate needs to provide more comprehensive documents or records of their
activities for several meetings within the internal department (lead by the Head of Department) to
evaluate the eligibility of a lecturer to be promoted to a professor. Once the promotion has been
approved at the department level, the following meetings will be held at the Faculty Senate level
and the Institutional Senate level, prior to the submission of proposal to the DGHE with final
approval by the Ministry of Education and Culture.

Starting from 2014, an incentive system in ITS has been developed as a remuneration system. This
system is based on satuan kinerja perorangan (SKP) or Index Personal Performance (IPP) of each
staff (The example of IWP is provided in Appendix 2.6.12). In January, each staff is required to set
up a target of Work Performance which will be conducted within a year. This includes workload in
teaching, conducting some research, writing publications, and conducting community services. At
the end of the year, all the proposed targets are evaluated and reviewed. If the staff members have
reached their target within a year, they will receive an incentive (remuneration) as maximum 200%

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of their salary. Therefore, the staff members are more motivated to do their allocated duties,
improving their quality of teaching and learning.

2.6.7 Accountability of the staff members is well regulated

As mentioned in 2.6.6, the accountability of staff members is regulated in Guidelines for Lecturer
Workload. This workload is based on staff qualification, a level of expertise, skills, and job
classifications. Regulation of Ministry of Administrative and Bureaucratic Reform No. 17/2013
about Lecturers and their Functional Workload mention that a Professor is required to have book
and/or scientific publications each year. Another example is that a lecturer must have a
qualification of at least Master to be eligible to teach undergraduate students. Another regulation
is 180 as a minimal credit of research activities for a lecturer to become a senior lecturer. In order
to attain the credit, the lecturer should present academic papers at seminars or publish them in
journals.

2.6.8 There are provisions for review, consultation and redeployment

The provision for reviews, consultations, and redeployments in ITS are performed stage by stage
based on Regulation of Head of State Civil Servant Administration Agency (Peraturan Kepala Badan
Kepegawaian Negara, Perka BKN) No.1/2013. In department level, Komisi Pertimbangan Jurusan
(KPJ) – A Commission for Department Consideration to consult any issues arise in the DCE. This
includes reviews, consultations, and redeployment of academic and support staff. KPJ member
consisted of Professors, the Head of Department, the Coordinator of Study Programme, the Head
of Laboratory, and academic staff representatives. Any conclusion made by KPJ commission will be
forwarded to a higher level of commission, i.e., ITS senate Meeting. The final decision will be sent
to the Head of KPJ Commission to implement it. (The example of KPJ meeting is presented in
Appendix 2.6.13).

2.6.9 Termination and retirement are planned and well implemented

Medical insurance is provided for all academic staff and support staff (See Appendix 2.6.14.). When
entering the retirement stage, pensioners will receive retirement savings fund, pension benefit,
and medical insurance coverage. An adequate ratio of lecturers to students is maintained at DCE,
ensuring an effective learning process, academic support, and supervision. The academic staff to
student ratio at DCE is approximately 1:13 and the academic staff to graduate ratio is close to 1:3

2.6.10 There is an efficient appraisal system

The appraisal system of an academic staff is defined in Regulation of Head of State Civil Servant
Administration Agency (Peraturan Kepala Badan Kepegawaian Negara, Perka BKN) No. 1/2013

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(Government Regulation (Peraturan Pemerintah, PP) No. 46/2011, Government Regulation No.
10/1979 and Index Personal Performance - IPP (Appendix 2.6.12). In our university, the appraisal
process is implemented in IPP. As mentioned in 2.6.6, based on IPP, the minimum requirement of
score is 80 to show that the lecturer workload is good.

2.7. Support Staff Quality

2.7.1 The library staff are competent and adequate in providing a satisfactory level of service
To support teaching and learning process, books, theses, magazines, and journals are provided
which can be accessed from central library and reading room in DCE. While The Central Library of
ITS (CLI) has new and modern facilities which managed by University (Appendix 2.1.7). The CLI has
six floors with an area of 7,500 m2. The structural management of CLI consists of 41 people. There
are; one person as the head of the library, 25 administrative staff, and 15 librarians. Based on
academic background, the library staff are divided into 10. The librarians of CLI are involved in
library organization both at the national and international level, such as seminars, workshops, etc.
One of the achievement of library staff in librarian competition is shown Appendix 2.7.1.

In DCE, a collection of books, journals, theses, and other publications specific to civil engineering
are available in the DCE library (reading room). The recent specific books for civil engineering also
provided in each laboratory of DCE. DCE library is managed internally by two librarians and assisted
by 1 technician who is employed at each DCE Laboratory. They serve lecturers and students with
recently updated book collections. Each semester, these librarians give a list of books which can be
potentially used by lecturers to support course modules. The librarians have also attended some
training related to the library management in order to improve their services.

2.7.2 The laboratory staff are competent and adequate in providing a satisfactory level of
service
There are 6 technicians employed at the laboratories under DCE, each laboratory asisted by 1
laboratory technician. The laboratory facilities are continuously improved and completed.
Technician laboratory role is to assist the practical works and to help setting up research
experiments for the academic staff starting from material preparation, equipment utilisation and
maintenance. Currently, the DCE has adequate number of technicians to support the research
activities. The department continuously facilitates the training and internships to increase the lab
technician’s competencies. One of the recent training attended by laboratory technicians was
Training of Measurement and Calibration Mass and Volume include machine operating (2012); and
to enhance the level of service, laboratory staff are required to take English course since 2013. This

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is important, particularly to facilitate foreign visiting professors/students who are conducting

researches in DCE.

2.7.3 The computer facility staff are competent and adequate in providing a satisfactory level
of service
The availability of computer and IT facilities is very important in running all academic programmes.
The IT Systems of DCE are integrated to ITS (https://integra.its.ac.id/), such as Academic
Information System, Staff Information System, and administration system. DCE has a computer
room equipped with 15 computers available for students/staff. This computer room is managed by
a computer technician who has IT background or study. This technician is responsible for managing
internal computer and network within DCE. The technician staff also supports the lecturers
regarding computer hardware and software issue in DCE for academic activity. In addition, to
support teaching and learning process, DCE provides licensed software for undergraduate study
programme and presented in Appendix 2.7.1

2.7.4 The student services staff are competent and adequate in providing a satisfactory level
of service
DCE has total 25 of support staff. Support staff members at the Department level are working as
librarians, laboratory analysts, general administrator and general service staff. All these support
staff are under the Head of Administration, who reports directly to the Head of Department.
Composition of support staff at DCE is presented in Table 2.7.1. The ratio of support staff to student
is 1:15.8. It means a support staff member will provide service to around 16 students.

As shown in Table 2.7.1, qualification of all DCE support staff varies from high school to master
graduates. From 25 staff, around 4% of the support staff hold master degree, 20% hold bachelor
degree and the others 16 % hold diploma-3. The other 60% of staff are high school graduates who
work in library, laboratory and student services. However, in accordance to the job scope, majority
of DCE administration staff hold minimum qualification.

General administration at the Department manages documentation of the study programme,

finance, academic services and personnel. A number of trainings are provided to increase and
enhance their skills and knowledge, such as training of ISO 9000 (2012), Student Services (2012),
Tracer Study (2012), Training Certificate of IT Staff (Appendix 2.7.3), Training Certificate of
Administration Staff (Appendix 2.7.4). The other support staff is working as the public service,
properties and facilities maintainance staff, courier and cleaners (10 staff in total). All of support
staff has a high schools background. Trainings are also being conducted for these staff members

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since their contribution are very important. Thus, continous improvement for achieving a better
support for the department is needed.

Table 2.7.1. Support staff composition in DCE according to job scope and education

Job Scope of the Support Qualification

No.
Staff S2 S1 D3 D1 High School
1 Librarian 1 1
2 Laboratory Analyst/ 3 3 11
Technician/Analist/Operator
/ Programmer
3 Administration 1 1 1
4 Public service and logistic 2
5 Finance 1
Sub Total 1 5 4 - 15
Total 25

For a good performance, the department provides awards based on peer assessment or supervisor,
i.e., department-level of exemplary support staff which is held every semester. Otherwise, if the
support staff disregards the rules or SOP, they will be evaluated by the Head of Administration or
to be considered to get a penalty decided in the Department meeting. Then the results will be
discussed in the Komisi Pertimbangan Jurusan (KPJ) meeting and then the recommendation will be
issued by Head of Department.

2.8. Student Quality

2.8.1 There is a clear student intake policy

ITS has determined the student capacity for student entrance for each new academic year based
on an input from DCE. However, the government regulation said that at least 60% of student
capacity is filled through national entrance examination and at most 40% is through local
examination. The New Student Admission Scheme for State University includes scholarships and
regular schemes. Admissions process through various ways is described in the next sub-section.

The number of applicants (students) who chooses Civil Engineering as their major is increasing
almost every year. The number of applicants based on data from the last 5 years are approximately
1000-3500 applicants with a capacity of only 150-180 students annually. An increasing number of

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applicants in each year are caused by an incessant promotion conducted by DCE-ITS to prospective
students i.e. high school students.

Every year, DCE has a programme to promote the department through visitation to high schools in
Indonesia, especially in Java region. The name of the programme is Road Show. This programme is
conducted by visiting high schools to explain the goal of DCE and academic atmosphere in DCE. DCE
sends brochures and posters about the department via post and current DCE students (The
brochures and poster are presented in appendix). The promotion of DCE is also done if there are
students from high schools visit DCE.

In addition, the civil engineering department also promotes through newspapers, educational
exhibits, social networking and promotion through the DCE website. To improve the DCE roles as
an educational institution and to introduce DCE as one of the major priorities to unite the quality
of education, the DCE also organizes educational activities such as:
1. Open talk carried out by inviting practitioners, stakeholders, and civil engineering
graduates. These activities are implemented to improve the quality of education and
teaching at DCE
2. National seminars are regularly held every year. This activity is in collaboration with
government and private agencies as well as invited lecturers and researchers to discuss and
publicize the results (The example is presented in Appendix 2.8.4).
3. To organize competitions for high school students. Promotional activities of this
department also involve Civil Student Association (HMS). Scientific writing competition for
high school students is organized annually in a series of Civil Expo programme (Appendix
2.1.4).
Intake of first students is presented in Appendix 2.8.1 and the total number of students (last five
years) can be seen in Table 2.8.1.

2.8.2 The student admission process is adequate

Current intake scheme for new students in DCE follows the regulation from the Ministry of National
Education No. 34/2010 about “New Student Admission Scheme for State University”, as well as ITS
standards. The process conducted by New Students Enrolment Committee at ITS. There are several
entry schemes, i.e.:

(1) National Selection for State University Admission (Seleksi Nasional Masuk Perguruan Tinggi
Negeri, SNMPTN) by invitation scheme. This scheme based on candidate academic

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performance during their study in High School. Candidates are selected from the best students
of all high schools in Indonesia.

(2) National Selection for State University Admission (SNMPTN) by test scheme, namely Seleksi
Bersama Masuk Perguruan Tinggi Negeri (SBMPTN) – Collective Selection for State University
Admission. This selection scheme is announced through various media; radio, newspaper,
internet, and leaflets nationwide.

(3) Independent Talent Based Examination (PMDK). Several entries for this scheme can be based
on students’ achievement, partnership programme with particular government institutions or
private companies, namely PMDK Kemitraan, Beasiswa, Mandiri, Bidik Misi, PMDK Madura.
Registration of this scheme can be done in person or online via ITS official website. The
examination of this scheme is conducted early before high school students undergo National
Exam.

(4) Government Scholarship. This scheme is open based on collaboration between ITS with
government institution (can be local or national, in this case, Ministry of Religius Affairs) to
select best students representing the institution. The graduates will serve as government
employee at the institution.

SNMPTN is a national test-based selection. Every student all over Indonesia can apply and take
written test in their regional area. The test subjects consist of Bahasa Indonesia, English,
Mathematics, and Natural Science. Student candidates may select 3 (three) study programmes of
any public universities. It then will be decided through computerised passing selection according
to standard and competitiveness of each study programme in the universities.

PMDK is a selection process for student admission with various entry schemes, i.e. (1) PMDK
Scholarship (Beasiswa) targeted for students who have international or national achievements in
academic, sport, or art/talent competition; (2) PMDK Partnership programme (Kemitraan) is a
student intake scheme sponsored by particular government institutions or industrial companies in
collaboration with ITS; (3) PMDK Mandiri is an intake scheme open for public who are willing to
support ITS financially, this generally from private sectors; (4) PMDK Bidik Misi is an intake scheme
sponsored by government for well-perfomed students who are willing to continue their study but
having limited financial support; (5) PMDK Madura is a selection scheme for students originated
from Madura Island via collaboration between ITS and local government institution; (6)
Government Scholarship provided by government institution in collaboration with ITS. In this case

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the Ministry of Religius Affairs offers scholarship to students who are from Senior High School
managed under the Ministry of Religius Affairs.

2.8.3 The actual study load is in line with the prescribed load
DCE, accredited with A rank, has to maintain the quality of the entering students in order to
produce high quality garduates. According to the last five years data (2010 – 2014), DCE student’s
intake is dominated from SNMPTN and/or SBMPTN scheme. This scheme is known as a highly
competitive student selection scheme, and thus DCE gives the biggest portion on this intake
scheme. The summary of number of applicants and accepted students in DCE programme is given
in Appendix 2.8.1. Table 2.8.1 indicates the competitiveness of student candidate to enroll at DCE
via SNMPTN and SBMPTN schemes. The ratio of enrolled students to applicants was in the range
of 1:09 to 1:46 in the periode of 2010-2014. PMDK Mandiri or Bidik Misi schemes generally
contribute as the second largest student intake at DCE.

In general, ITS is recognised as one of high reputable universities representing Eastern part of
Indonesia. Nevertheless, although ITS has a student intake policy which is to ensure admitted
students were originated from different provinces across the nation, the current students are
dominantly coming from Java with nearly 60% of the students are from East Java province.
Therefore, ITS has initiated collaboration with local governments (e.g., Kalimantan and Aceh) to
conduct selection test for potential local student candidate at those particular regions. This strategy
allows the balanced distribution of high quality civil engineers across the country.

Table 2.8.1. Competitiveness of DCE student admission through SNMPTN/SBMPTN scheme

Accepted
Academic (Based on Quota)
Candidate Competitiveness
year Total
Quota Accepted Registered
student
2010 1345 146 197 160 666 6.82 : 1

2011 1607 172 204 192 663 7.88 : 1

2012 3641 145 236 222 674 15.43 : 1

2013 2835 150 267 241 683 10.62 : 1

2014 2642 150 282 219 699 9.37 : 1

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Table 2.8.2. Total number of first-year student intake and total number of students (full-time)

First-year student intake Percentage (%) Total number of

Academic year
M F Total M F students

2010 118 42 160 74 26 666

2011 133 59 192 70 30 663

2012 157 65 222 71 29 674

2013 182 59 241 76 24 683

2014 151 68 219 69 31 699

All of DCE students are full-time students. In the student selection process, DCE always prioritises
gender equality and does not allow gender discrimination. However, as can be seen in Table 2.8.2,
total number of first-year students in the last five years indicates male students was over two times
higher than the female students. The proportion of female to male was likely remained at the range
of 65:35. Although DCE does not take into account about this gender ratio of students, DCE has to
consider that male field engineers in civil engineering sector such as construction, design or
management are prefereably required by industrial or constructional companies. Nevertheless,
since female graduates have shown good performance as civil engineers, the gender balance would
not be such an important issue. In many cases there are female engineers who succed in civil
engineering job.

All first year students are required to take the same common courses (36 credits) as their
preparation stage before continuing to the major and minor supporting courses in the second until
final year of study (details in section 2.2). Each semester, students are evaluated based on their
GPA. The numbers of credit in the current semester for which students are allowed to take depend
on the GPA of the previous semester. Student who has GPA > 3 is allowed to take maximum 24
credits, while student who has GPA < 3 is allowed take 16 credits each semester (details in section
2.5).

2.9. Student Advice and Support

2.9.1 There is an adequate student progress monitoring system

Students orientation programme is held annually to accommodate new students with information
and guidance on the learning strategy as university’s students. This programme is organized at

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institution and department levels, so that the new students can adapt to the new academic
environment. In addition, the first year students are allowed to stay at Institute dormitories for a
year. Thus, they can communicate each other among the new students who can be from different
departments and have different cultural backgrounds.

2.9.2 Students get adequate academic advice, support and feedback on their performance
The students will get student advisors to supervise their academic performances and activities
throughout the study until their graduation. Consultation with student advisors can be conducted
during the whole semester. Academic staff are assigned by the Dean and the Head of Department
to monitor the progress of students each semester, to motivate the student in the development of
their skills and to advise on how to solve academic and non-academic related issues which may
affect the learning processes. Therefore, as student counsellors, the academic staff are required to
give a report to the Faculty and the Department on the student progress and achievement as well
as a recommendation in the final judicial meeting for students’ graduation. In the case of
complicated and relatively serious issues, the students’ advisors will be assisted by the psychologist
team at the institution level, namely SAC (Student Advisory Centre) – ITS (See Appendix 2.9.1). In
particular, of academic issues, students’ advisors can be assisted by academic team at the
Department or the Faculty.

Furthermore, at the beginning of each semester, students’ academic advisors have several tasks,
i.e., (1) to give direction on how to arrange the comprehensive study plan, (2) to advise on selecting
the major courses and appropriate minor/supporting/ elective courses, (3) to advise related to the
number of credits that students can take based on the obtained GPA, and (4) to discuss
extracurricular activities which students have done in the previous semester and plan the next
activities for the following semester.

At the end of each semester, student academic performances evaluated by the academic staff will
be recorded in the system which can be accessed online from https://integra.its.ac.id by the
students and their academic advisors. The information includes the grade of each course and
number of courses that students have passed as well as student GPA and CGP progressed each
semester (details in section 2.5) Based on this information, therefore, the students’ advisors are
able to evaluate the students’ progress and give feedback on the students’ performances
adequately.

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2.9.3 Mentoring for students is adequate

Final year students will be guided by supervisors to complete their final year reports
(undergraduate theses) which may include research projects or engineering designs. The
supervisors will provide adequate scheduled consultation/mentoring time in one full-semester, i.e.,
starting from preparing project/theses proposal until the student theses/project defences. After
theses/project completion, students (guided by a supervisor as a co-author) are required to write
articles to disseminate their results in scientific seminars or publish them in particular journals.

2.9.4 The physical, social and psychological environment for the student is satisfactory
The student association, namely Himpunan Mahasiswa Teknik Sipil (HMS) facilitates the students
on both social and extracurricular activities to improve their hard and soft skills. HMS activities are
monitored and supervised by the Secretary of Bachelor Study Programme under the Head of
Department who responsible for Student and Academic Affair. HMS has well-known annual
activities, such as (1) KJI (Kompetisi Jembatan Indonesia) and KBGI (Konstruksi Bangunan Gedung
Indonesia) which are Competition on the structural design of civil engineering buildings , e.g.,
competition on innovative research project, writing competition on scientific research, (2) PKM
(Programme Kreativitas Mahasiswa) which is Student Creativity Programme e.g., student creation,
and research writing, (3) TS Games which is a sport competition held for the students as well as
the staff in DCE, e.g., badminton, futsal, volleyball, basketball, and (4) Kampung binaan which is a
form of social responsibility programme organized and managed by student to implement and
develop their knowledge and skills in the selected community as in the ‘real life’ environment.

There are some sports facilities and one medical center available for accommodating and
supporting students and/or staff activities which are managed by staff at institution/university
level. In addition, students have a free access to journals (national and international wide), Wi-Fi,
an internal library at DCE and central library within the institute to facilitate academic activities.

Extracurricular activities within DCE are integrated with activities at ITS. Therefore, students may
involve in the student body/association/organization in the faculty or even in the
university/institute level. These activities allow students to develop their soft skill, e.g., managerial
and organization skills, and to socialize with students within ITS. Also, ITS and all departments
(including DCE) facilitate students in their religious activities. Since the majority of DCE students are
Moslems, so DCE provides the room for students (and staff) to pray. A larger mosque within the
campus is available and managed by the Institute. Other rooms are allocated to those who are non-
Moslems to conduct their religious practices. Furthermore, ITS has assigned a group of the staff as
Spirituality/Religion Coaching Team (TPK) to accommodate and manage students’ activities related

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to the religious practices (5 coaching teams, i.e., TPK Islam, Catholic, Christian, Hindu, and Buddha)
within the Institute.

2.10. Facilities and Infrastructure

2.10.1 The lecture facilities (lecture halls, small course rooms) are adequate
The DCE academic facilities and infrastructure include classroom, seminar room,
laboratories, a reading room within the library, computers, administration room, meeting room,
prayer room, canteen, and student association room. A detail description of these facilities and
infrastructure is shown in Appendix 2.10.1. The appendix show that the lecture facilities are
adequate and meet the relevant requirement to support the learning process.

There are 16 classrooms that can accommodate 20-50 students per room. Each classroom is
equipped with air-conditioner, LCD projector, mic, and speaker. Availability of classroom and
supporting facilities are sufficient to support the learning process. Some Figures of DCE facilities
and infrastructures are provided in Appendix 2.10.1.

2.10.2 The library is adequate and up-to-date

The DCE’s reading room has various reference collections. Almost all course subjects have a
reference that available in the reading room. In addition, theses and final projects are available in
the DCE’s reading room. There are more than one thousand books are available in reading room.
The number of books available in the reading room is presented in Appendix 2.1.7 Students also
can access to online international journals through www.sciencedirect.com account registered on
behalf of ITS. List of e-journals that can be accessed at DCE within ITS are presented in Appendix
2.1.7. ITS library is accredited with an “A” level (Appendix 2.1.7), which supports the internal library
and reading room at each department. ITS library can also be accessed via
http://www.library.its.ac.id. For national journals, students can access online through library portal
across the nation. These adequate facilities on journals, books, and references significantly assist
the students and academic staff in improving their scientific/academic knowledge and be updated
with the research progress on civil engineering science and technology.

The internal reading room is completed with air conditioners, chairs, and tables for reading, racks
for storing bags, and computers that have full internet access to library resources. The reading
room is open from 08.00 to 16:00 daily only on Monday to Friday. Continuous improvements to a
better access to online resources are in progress.

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2.10.3 The laboratories are adequate and up-to-date

There are 6 laboratories at the DCE that can accommodate 30-50 students per laboratory. This
consists of education and experimental laboratory, including 1 computer laboratory. Each
laboratory is supervised by the Head of Laboratory who is responsible to the Head of Department.
These laboratories are Concrete and Building Materials Laboratory, Structure Laboratory, Soil
Mechanics and Rocks Laboratory, Transportation and Road Materials Laboratory, Hydraulics and
Coastal Engineering Laboratory, and Construction Management Laboratory. These laboratories are
completed with sufficient laboratory equipment. Each laboratory has an experienced technician,
standard operation procedures for all equipment, as well as guidelines and record of equipment
utilisation (some Figures of laboratory facilities and its equipment are presented in Appendix
2.10.1). At ITS we also have a research center and laboratories such as Energy Laboratory, Industrial
Laboratory and Environment Laboratory. ITS also has some sophisticated equipment, such as FTIR,
ICP, X-RD, and SEM. These facilities can be utilised by all academic staff and students within ITS,
including DCE.

2.10.4 The computer facilities are adequate and up-to-date

DCE has provided laboratory and office space for staff and students’ convenience. The rooms are
used to carry out research and places to work and study. They are not used for any other purposes
aside from educational oriented. The health and safety of our colleagues in DCE is our primary
responsibility. The evacuation route provided to assure the safety of the student and our staff (See
Appendix 2.10.2). The appropriate laboratory safety training has been understood and staff and
students should be able to operate the equipment according to its operation procedure before
beginning any experiment. Laboratory safety is a significant legal and moral responsibility for
students and staff in DCE.

A hazard exists in every place in DCE in forms of falling objects, physical, and other potentially
dangerous situations. Depending on the hazards, DCE has divided into two conditions in term of
hazard in laboratory and workshop area and hazard in class, office, and other support areas.
Students and staff in laboratory are exposed to numerous potential hazards including electric
shock, fire, and physical as well as musculoskeletal stresses.

Controlling hazard as its source is the best way to protect all students and staff of DCE. Hierarchy
of hazards controls is used to deal with workplace hazards. The hierarchy of controls prioritizes
intervention strategies based on the premise that the best way to control hazard is to systematically
remove it from the workplace, rather than relying on workers to reduce their exposures. The types

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of measures that may be used to protect students and staff in laboratory, prioritized from the most
effective to the least one, are:

• engineering controls;

• administrative controls;

• work practices; and

• personal protective equipment (PPE).

DCE uses a combination of control methods. Students and staff must evaluate their particular
workplaces to develop a plan for protecting themselves that may combine both immediate actions
and longer term solutions. A description of each type of control for laboratories and non-
laboratories is explained as follows.

Engineering controls are those that involve in making changes to the work environment to reduce
work- related hazards. These types of controls are preferred over all others because they are able
to make permanent changes that reduce exposure to hazards and do not rely on workers’ behavior.
By reducing a hazard in the workplace, engineering controls can be the most cost-effective
solutions for employers to implement. DCE implements engineering controls such as a workbench,
material storage room, hand wash, and Discussion Room for students and staff.

Administrative controls are those that modify work schedules and tasks in ways that can minimize
their exposure to workplace hazards. All students must follow the laboratory safety briefing and
laboratory safety test. Students must arrange their schedules and if they work over time, they must
fill the requirement form. They should be accompanied by at least one person in the laboratory.

Work practices are procedures for safe and proper work that are used to reduce the duration,
frequency or intensity of exposure to a hazard. These controls need to be understood and followed
by students and staff. Work practices in DCE include no mouth pipetting, glassware cleaning
procedure, no open burning methods etc.

In each laboratory, the head of laboratory must notify staff and students that they may request
written information on hazards associated with toxic substances to which they may be exposed.
Requested materials must be presented within three working days or the employees and students
may refuse to work with the substance without fear of disciplinary or discriminatory action.

Periodic safety inspections will be conducted to check compliance with safety regulations. The
inspections are conducted by laboratory technicians together with laboratory assistants. Results of
the inspection are summarized in a report directed to the department members in charge of the

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lab, the head of laboratories and the head of department. These periodic inspections will help staff
and students identify safety hazards in the laboratory and will remind them of the routine safety
requirements.

Personal Protective Equipment (PPE) is protective gear needed to keep students and staff while
performing their jobs in a laboratory. Examples of PPE includes laboratory coats, respirators,
goggles and disposable gloves. While engineering and administrative controls and proper work
practices are considered to be more effective in minimizing exposure to many workplace hazards.
The use of PPE is also very important in laboratory settings. PPE only reduces the risk of hazards
but does not control the laboratory hazards.

Both students and staff should do the following:

 Understand the types of PPE.
 Know the basics of conducting a "hazard assessment" of the laboratory and other
workplaces.
 Select appropriate PPE for a variety of circumstances.
Fire is one of common serious hazard, especially in a laboratory. While proper procedures and
training can minimize the chances of an accidental fire, laboratory workers should still be prepared
to deal with a fire emergency should it occurs. DCE provides fire extinguishers, not only in the
laboratory but also in office and library. Type/class ABC is used in civil engineering department
because dry powder could be used for ordinary combustibles; usually, fuels that burn and leave
ash, flammable liquids, and gases. In the laboratory many organic solvents and compressed gases
are fire hazards.

2.11. Quality Assurance of Teaching and Learning Process

2.11.1 The curriculum is developed by all teaching staff members

The design of curriculum in DCE is based on the formulated and expected learning outcomes of
bachelor study programme (details are described in Section 2.1). As the standard guideline, the
learning outcomes are developed based on the vision and mission of DCE particularly for bachelor
study programmes by taking into consideration of stakeholders’ recommendation and reviewing
the current development of civil engineering science and technology. All academic staff at DCE are
involved in the curriculum evaluation, design, and development with organized workshops and
curriculum discussion. Summary of meeting and process during 2014-2019 curriculum design is
provided in Appendix 2.11.1. The appendix show that DCE prepare very detail to develop and
improve the curriculum design. Furthermore, the syllabus containing course contents and topics is

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

developed by means of Learning Programme Outline (GBPP) and a Plan for Teaching and Learning
Activities (SAP) for each course.
While the course syllabus is evaluated annually, the curriculum evaluation is conducted periodically
every 5 (five) years to allow 1-2 batches of students who have completed their full cycle of study.
The curriculum is evaluated to ensure a high quality of graduates and to ensure that the graduates’
skills meet the needs and competencies of the national workforces. The evaluation of curriculum
is conducted intensively through series of workshops to achieve expected learning outcomes and
targeted competencies, course composition (compulsory or elective courses within the department
and inter-department). Potential new courses can be established based on the current
development of civil engineering science and technology. The curriculum workshop involves
academicians within the department and the institute (only for courses organized by ITS) as well as
all stakeholders (i.e., graduates’ users/employers of government institutions or private/industrial
sectors, DCE alumni, and non-governmental organizations).

2.11.2 The curriculum development involves students

Students have a contribution to the development of learning and teaching methods as well as
curriculum. At this point, there are two ways of input from students. One is the formal way, through
integra.its.ac.id where after the completion of each course, they are requested to fill IPD form. So
students are involved in the evaluation by participating in a survey as they are required to fill the
questionnaires on course content and teaching and learning quality (Appendix 2.6.7). Students
who do not participate will not be able to access their GPA or CGP in a particular semester. Results
of the questionnaires will be converted as Lecturer Performance Index – Indeks Prestasi Dosen
(IPD). Based on the IPD results, ITS and the Dean of the Faculty will take the necessary measure and
in-depth evaluation. Another way is an informal way with direct discussions with the lecturers.
These inputs are collected and absorbed by each lecturer and the lecturer will bring these inputs
into the discussion forum which these ideas will be subsequently reflected in the design of the
curriculum.
Students’ feedbacks to the implemented curriculum are submitted to the curriculum team during
the workshop of curriculum design. This feedback can be suggestion of specific course subject, and
curriculum which facilitate the improvement on communication skills, team works, and personal
self-development.

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

2.11.3 The curriculum development involves the labour market

DCE curriculum is always set and designed with the inputs of labor market. Currently, we are taking
inputs based on our graduates’ competencies. There are 7 (seven) items we identify our graduates’
strong points and where we should improve:

1. Integrity (Ethic and Moral)

2. Professionalism (Skill related to the DCE competencies)

3. English Communication

4. Information and Technology Skill

5. Communication Skill

6. Teamwork

7. Self-development

This information is obtained not only by using survey but also by direct discussions with the labor
markets. Lecturers who have information from a direct discussion will bring their input to the board
of curriculum meeting.

Curriculum development always involves users and alumni. The users and alumni deliver through
discussion held at the time of curriculum preparation. So far, users and alumni of DCE can be
categorized into government employees, private, and public at large. Feedback from users and
alumni is needed to support the quality of graduates as expected by the market such as the ability
of graduates to analyze civil engineering problems in the field, the improvement of the quality of
graduates, especially in communication skills, team works, and English proficiency. Summary of
feedbacks from the stakeholders is presented in Appendix 2.11.2.

2.11.4 The curriculum is regularly evaluated at reasonable time periods

We held curriculum review periodically. The review consisted of big meeting proceeded by several
small meetings. The last two curriculum evaluations were conducted in 2004 and 2009. In 2014,
curriculum of 2009 has recently been evaluated. The new curriculum of 2014 will be implemented
in August-September when the semester started. In the review we displayed annual evaluation of
syllabus. The annual evaluation of course syllabus comprises of evaluation of teaching and learning
process at the end of each semester for each course within its cluster. The evaluation is performed
internally within DCE academic staffs based on the feedback given by the student on each course
at the end of each semester, emphasizing the need for improvement on the teaching and learning
process in the following semester in order to ensure that the implementation of curriculum is well-
maintained (other related information is described in section 2.4).

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

2.11.5 Courses and curriculum are subject to structured student evaluation

At the ITS level, the quality assurance of teaching and learning methods is organized by P3AI (Center
for Educational Development and Instructional Activity) ITS and Lembaga Penjaminan Mutu,
Pengelolaan dan Perlindungan Kekayaan Intelektual (LPMP2KI ITS) to evaluate the implementation
of curriculum and the teaching and learning process within the institute.

The evaluation includes educational systems, students and academic staff attendance, academic
regulation, curricular activities, teaching and learning outcomes, facilities, and new student
admissions. ITS has assigned selected academic staff as internal auditors/reviewers to conduct
internal academic evaluations. It contributes to the internal reviewer in the process of filing and
submission of accreditation grants (block grants / grants), the implementation of the internal audit
work programmes, and the quality of learning..

2.11.6 Feedback from various stakeholders is used for improvement

DCE strives to improve its quality by gathering feedbacks from various stakeholders. These
stakeholders consist of those who work in government institutions, as well as private sectors. Table
2.15.1 shows feedbacks we obtain. There are seven (7) items where we want the responders to
answer about the quality of our graduates:

1. Integrity (Ethic and Moral)

2. Professionalism (Skill related to the DCE competencies)

3. English Communication

4. Information and Technology Skill

5. Communication Skill

6. Teamwork

7. Self-development

In the future we will carry out more extensive surveys that aim to the competencies needs from:
a) employer, b) government, c) and society. Currently, we are developing the questionnaire and we
expect this survey can be launched in the middle of September 2016.

2.11.7 The teaching and learning process, assessment schemes, the assessment methods and
the assessment itself are always subject to quality assurance and continuous
improvement
Currently DCE has a team to discuss and evaluate the following schemes: a) teaching and learning
methods, b) assessment schemes. In the future, we have a plan to add more teams to guarantee

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

the quality of assessment methods. The curriculum team under the Head of Department is
responsible for managing the quality assurance of teaching and learning process at the DCE level.
However, the assessment methods, schemes and learning process are often discussed on a regular
meeting to ensure the issues are taken care immediately. This evaluation will result in new
developed Learning Programme Outline and a Plan for Learning Outcome when necessary.
Otherwise, the improvement will only be in the case of teaching and learning strategy. The
evaluation results will be reported and discussed at the Faculty level. There are some courses with
teaching team on which this scenario is approved on DCE’s regular meeting and on Course
Assignment Meeting. This issue has been one important discussion issue in the lecturer’s meeting
in DCE. In the meantime, we evaluate our teaching and learning process by studying the result of
IPD obtained from students directly. The questions of IPD have contained several items for
evaluating assessment schemes and assessment methods.

2.12. Staff Development Activities

2.12.1 There is a clear plan on the needs for training and development of both academic and
support staff
Head of Department of Civil Engineering annually publishes a report referred to Achievement
Report submitted to ITS. In this report, DCE explains programmes, progress reports, learning
outcomes and financial issues. From this point, the Head of DCE and the team discuss and
determine guideline for the subsequent year’s programme planning. All aspects of learning and
teaching are considered: a career of staff, learning and teaching methods, evaluation, and
monitoring. Furthermore, from annual evaluation, DCE generates a plan of training for both
academic and administrative staff. In addition, DCE occasionally collects information about
international seminars in conjunction with the requirement of lecturers to publish their research
results.

At ITS or national level, lecturers must meet requirements in order to increase their careers. The
requirements consist of education, research, and publications, community devotion activities, and
the last is activity supports. Once academic staff gathered the required documents, DCE assists in
following up the process to the upper-level state. In order to achieve a higher level, DCE always
accommodates various training and seminars.

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

2.12.2 The training and development activities for both academic and support staff are
adequate to the identified needs
DCE’s human resources management is crucial to be improved in order to provide the best services
as an institution. The DCE’s human resources is divided into two parts namely academic staff and
support staff. The number of academic staff in total is 54 persons, with 47 persons are currently
active in teaching and learning activities. Other 7 academic staff are currently pursuing their Ph.D.
degree, with all of them are studying abroad (Appendix 2.6.1). There are 44 support staff members
at DCE, which 2.27 % is master degree, 15.91% is bachelor degree, 22.73% is diploma (D3 and D1),
and the rest of 59.09 % is a high school graduated.

Related to the education, research and public services, all support staff and academic staff have
desk jobs in the implementation of activities in the DCE. In addition, each activity has Standard
Operating Procedures (SOPs) to improve educational services to students. SOP also organize
learning activities in the laboratory in accordance with the ITS programme (Lab. Based Education).

Research and scientific work undertaken by the academic staff is quite a lot, with a number of
articles has been published both in national and international journals (Appendix 2.6.5). Research
activities carried out in the course of study and outside courses. This research programme involves
students aiming to teach students so that they can learn to do independent research. The research
activities that have been done largely funded by a programme grant competition and independent
research conducted by academic staff. Research studies conducted outside of the programme
through the Institute of Research and Public services ITS. In addition, research in collaboration with
the technical agencies and the Government of East Java district and city in East Java, most of the
research in the form of technology and management that can be applied in related departments.
List of research collaboration with other universities presented in Appendix 2.12.1.

ITS has also many programmes of competency development to support staff through training,
workshops, and comparative study to other universities/institutions. This includes going abroad to
visit some high-quality universities coordinated by ITS International Office. The Head of DCE assigns
support staff to undertake training programme related to their competencies and field of work. For
examples, laboratory staff will be assigned to take a laboratory management workshop, treasury
staff will be assigned to take a workshop on supply management for goods and services, etc.
Monitoring and evaluation of the activity will be done by means of SKP assessment signed by the
Manager of Support Staff each semester.

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2.13. Stakeholders Feedback

2.13.1 There is adequate structured feedback from the labour market

A feedback from the labor market is important to understand whether the graduates from DCE
have adequate competencies to enter the work world or not, see Appendix 2.15.1. Not only
competencies were measured but also capabilities and professionalism of the graduates. We
collected responses from a survey using several media, such as by phone, online media with mailing
list and alumni association networking messages as shown in Appendix 2.11.2 and the result
showes in Appendix 2.15.1.

2.13.2 There is adequate structured feedback from the students and alumni
Feedbacks from alumni are important for DCE to understand whether the curriculum is sufficient
for them after graduation to assist them in finding a job or living their lives. Once they graduate
they will compete and socialize with others, therefore it is imperative that DCE has equipped them
with adequate knowledge and skills. Feedbacks from alumni are obtained from a survey as shown
Appendix 2.11.2, which the link is shown in above section.
DCE has and maintains the good relations with alumni, which is manifested in the formation of the
DCE commissariat as part of the Ikatan Alumni Institut Teknologi Sepuluh Nopember (IKA-ITS). This
association plays a key role as a bridge between DCE and the graduates. A lot of academic activities
involve alumni participation, such as alumni sharing of working experience in the field of civil
engineering so that the students are well-informed and motivated of what they will face in the “real
life”. In addition, alumni may organize guest lecture session in particular course subject. These
activities have contributed towards inputs and suggestions for activities inside DCE including
teaching and learning, as well as curriculum design.
In the very near future, we plan to develop a thoroughly a questionnaire and organize the responses
more professionally along with good accountability and transparency as shown at website:
sac.its.ac.id/tracerits. We expect to obtain the following items:
- Learning outcomes that support the need for workforce.
- Opinion about curriculum related to the competencies required for the work.
- Employability based on the field of civil engineering.
Students’ evaluation on the teaching and learning process and its implementation for each course
is performed on a regular basis at the end of semester by filling out the online questionnaires. These
questionnaires are managed by BAKP at the institution level as shown at Appendix 2.6.7. However,
each department such as DCE can access the evaluation report. The assessment is based on course
content (10 questions) and teaching quality or course delivery (10 questions) by each academic

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

staff. As an example of the assessment from one of DCE lecture can be see in Appendix 2.13.1.
Table 2.13.1 presents summary of students’ feedback on course content, whereas Table 2.13.2
presents the summary of students’ feedback on teaching quality achieved in 2014 (each course in
each class comprises 20-40 students, depending on the class size). In a scale of 1-4 (with 4 is the
highest score), students evaluate each point on the course content and teaching quality.

Table 2.13.1 Example of Students’ Feedbacks on Course Content

No. Course Content Evaluation Ave Score (1-4)

1 Lecturer gave a clear plan for course learning plan 3.26
Assignment and test were well-planned according to the learning
2 3.24
plan
Lecturer described clearly the targeted learning outcomes on each
3 3.13
course content
4 Lecturer implemented student centered learning (SCL) method 3.13
5 The SCL method supported student to achieve the competencies 3.22
Learning resources supported students to achieve the
6 3.12
competencies
7 Assignment and test were adequate to achieve the competencies 3.33
8 Lecturer gave feedbacks on assignment and test results 3.33
The targeted learning outcomes and competencies had been
9 2.94
achieved
The number of evaluation were adequate to achieve the
10 3.09
competencies
AVERAGE 3.18

The combined score on an evaluation of course content and teaching quality represents Lecturer
Performance Index (LPI) – Indeks Prestasi Dosen (IPD). As in the example above, the score of 3.26
was achieved by the lecturer, which indicates that the lecturers were considered to be competent
to teach and had delivered an adequate quality of learning processes. The improvements should
be made in the following semester for particular points according to the feedback report. Table
2.13.3 below presents a summary of LPI achieved by DCE academic staff during the last two
semesters (academic year of 2014/2015), which was up to 80 evaluations of course and class.

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

Table 2.13.2 Example of Students’ Feedbacks on Teaching Quality

Ave Score
No. Teaching Quality Evaluation
(1-4)
1 Lecturer helped student achieve the competencies 3.27
Lecturer communicated clearly and attractively in delivering the course
2 3.36
materials
3 Lecturer motivated student to actively achieve the competencies 3.22
4 Lecturer had good knowledge on the course subjects 3.24
5 Lecturer gave adequate lectures as scheduled 3.26
6 Lecturer gave adequate lectures as allocated time 3.28
7 Lecturer had a good perception of student’s capability 3.25
Lecturer shared their professional experience related to the course
8 3.25
subjects
9 Lecturer help student to increase student’s capability in team work 3.19

10 Lecturer help stundent to increase their confidence 3.24

AVERAGE 3.26

Table 2.13.3 Summary of Lecturer Performance Index of DCE Academic Staff in 2013/2014

Course content score Teaching Quality Score Ave. Lecturer

Academic year
(Average) (Average) Performance Index

1st Semester of
3.12 3.23 3.18
2013/2014
2nd semester of
3.18 3.26 3.22
2013/2014

All those responses served as input for curriculum reviews, and a design of a new curriculum that
up to date with current conditions and needs.

2.13.3 There is adequate structured feedback from the staff

Feedbacks were not just given from students, alumni and other stakeholders but also from staff.
Generally, feedbacks were given and discussed during Department’s meeting (Appendix 2.13.2)
and during curriculum design review which is held periodically (Appendix 2.13.3). The feedbacks
consisted of teaching and learning methods, curriculum design that represents the graduates needs
and competencies. These feedbacks were considered as inputs for periodic curriculum review.
Moreover, we also take into account how we develop and improve teaching and learning methods
as well as procedures for monitoring its implementation.

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - II

2.14. Output

2.14.1 The pass rate is satisfactory and dropout rate is of acceptable level
The quality of graduates depends on the quality of inputs (prospective students) and academic
tools (i.e., curriculum, lecturers, and teaching and learning methods). The quality of graduates
(outputs) can be monitored and evaluated by means of a grade point average (GPA), duration of
study completion, and employment waiting period. A summary of number of DCE graduates and
their GPA recorded until 2014 for students admitted in 2007-2010 can be seen in Appendix 2.8.3.
Overall, an average length of time for DCE student to complete their studies is 8.84 semesters (year
intake of 2007-2009). Students admitted in 2010 and 2011 have not completed their studies yet.

As shown in Appendix 2.8.3, the number of dropout students varies with time and mostly occurred
during the first year of their studies (i.e., around 3.18% of the total number of student admitted in
the respective year). The highest percentage of dropout students was 4.55%, recorded for student
intake year of 2008. This number was decreased for the following years of student intake (2009
and 2010), i.e., 3.65% and 3.21%, respectively. This might be due to the different expectation of
learning outcomes offered by DCE so that they failed to adapt to the learning processes. Second
reason is that during their first year, they were also accepted in other universities or departments
and decided to enter them. This can happen since they have opportunities to take other
programme entrance tests and our national system allows it. However, they are still recorded in
the system because they did not report to the Head of Department or ITS. Hence, this is considered
as drop-out students. This issue can be dealt by giving adequate information for prospectus
students regarding the scope of learning and the course major within the department of civil
engineering so that the candidates are able to make correct decision of programme of their
interest. Nevertheless, the dropout level is of acceptable level since this mostly occurred within the
first year of the study as explained above.

2.14.2 Average time to graduate is satisfactory

The average length of study completion is fluctuated from 9.26 semesters (intake of 2007), 8.70
semesters (intake of 2008) to 8.57 semesters (intake of 2009) and N/A semesters (intake of 2010).
This indicates that students were encouraged to complete their study at the designated length of
time (i.e., 8 semesters). However, students who were able to complete their study within 7
semesters (see in Appendix 2.8.3), this is possibly due to new curriculum adaptation at that time.

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2.14.3 Employability of graduates is satisfactory

Good learning environment, methods, and quality of the student improve the GPA of each
graduate. As can be seen in Appendix 2.83, DCE graduates achieved GPA above 2.75. However,
there are currently still few students remain registered as active students who are recorded to
obtain GPA of 2.01-2.75. Nevertheless, average GPA of graduates based on the data above is 3.30
of 2012-2015 graduations. This suggests that majority of the graduates were in the graduate criteria
of very, i.e., 65% - 72% of a total number of graduates of each student intake. The percentage of
graduates who achieved cum laude was quite significant from 19% - 21% of a total number of
graduates of each student intake while the rest of them were obtained satisfactory criteria. Overall,
the output quality from time to time is improved. In addition, competition among the students is
becoming harder which is expected to motivate each other in obtaining a higher level of academic
quality.

The better output from the educational institution will support the better quality of the workforces
in order to satisfy the stakeholders’ needs. According to the tracer study, the average waiting
period for graduates to work (get a job) is 2.45 months with the average first-salary earning of Rp
3.5 million/month (the year of 2014-2015 survey, see Appendix 2.14.1). The graduates mostly work
in private sector (industrial company, consultant, NGO, etc.), while working either as a government
employee or a state-owned company is likely to be their alternative options (details is provided in
Appendix 2.14.1).

2.14.4 The level of research activities by academic staff and students is satisfactory
DCE has a clear policy regarding research activities, i.e. all activities are conducted and managed
within the laboratories that requires a clear picture of research map with the involvement of
academic staff, students (bachelor, master, and doctoral degree) to strengthen the research
quality. The research topics vary from basic science, engineering design to applied science covering
the whole aspect of civil engineering disciplines. Undergraduate student contribution in the
research activities is in the form of final project activities, which could be part of academic staff
research, independent research, or laboratory research scheme. When performing the integrated
research project, undergraduate students can be assisted or mentored by master and/or doctoral
students since the result of undergraduate thesis will support master and/or doctoral thesis. The
academic staff as the research coordinator will compile all the results obtained by the
undergraduate, master, and doctoral students and then disseminate and or publish them in the
peer-reviewed national/international journals (see Appendix 2.6.6). Therefore, the research

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quality reflected from those publications by academic staff and students is maintained at a higher
level of research activities.

2.15. Stakeholders Satisfaction

2.15.1 The feedback from stakeholders is satisfactory

Student satisfaction on teaching and learning methods as well as academic facilities/supports they
have received is reflected on the evaluation conducted each semester. Any matter that of concern
can also be reported to the Head of Department or academic staff through student association.
Feedback from alumni and user (employer) on new graduates’ capabilities and competencies can
be seen in Appendix 2.15.1. Overall, the feedback shows that the graduates competencies and
skills have met and satisfied the criteria required by the user (employer) with more than 70%
averagely evaluated in a good quality.

In general, based on the information obtained during the tracer study, DCE graduates are well-
received at various working due to good skills and well competing with other graduates. Although
only approximately 80% respondents of the total graduation in one period gave their response, an
overall survey result has shown that alumni are work in many differet areas such as 53.49% work
at state company, 41.86 % work at private sector company and the other is work at BUMN and as
an Entrepreneur (Appendix 2.14.1). This has been expected since civil engineers are needed in
many industries, mostly as construction engineers, design engineers, or as supervisors.

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PART 3. STRENGTHS AND WEAKNESSES ANALYSIS

Resume Strength and Weakness

Strengths:
1. Department of Civil Engineering (DCE) has passed a processed of national accreditation held by
BAN PT (Badan Akreditasi Nasional – Perguruan Tinggi / National Accreditation Board of Higher
Education) and acquired the higher mark or “A” mark (SK No.017/BAN-PT/AK-XIII/SI/IX/2010).
2. Almost every year the DCE students win many kinds of civil engineering competitions, including
High strength/performance concrete, Bridge and Building competition, both in the national and
international level.
3. Undergraduate programme of DCE has provided English class for some courses.
4. Undergraduate programme of DCE has foreign exchange students from partner universities
and vice versa.
5. Department of Civil Engineering has a good governance system. The decision making process
is conducted by deliberation through meeting forum. The Management of department meeting
is attended by Head of Department, Secretary of department, Head of study programme, and
Head of Laboratory. The Department meeting is also attended by all DCE lecturers.
Furthermore, the weekly meeting is conducted every Friday noon for academic and supporting
staffs.
6. Department of Civil Engineering is applying culture of quality. This is proven by some
achievements such as best performance department in ITS since 2007 up to present.
7. Department of Civil Engineering has good quality of teaching staffs. Among 54 academic staffs
in 2014, 48% hold a PhD degree in which 8 of them are professors.
8. Department of Civil Engineering provides good learning quality, either in study methods or
instructional media used such as e-learning in the study process.
9. Department of Civil Engineering curriculum is reviewed every five years and evaluated
annually. Currently, Department of Civil Engineering (DCE) is developing competence based
curriculum referred to Indonesia National competency qualification. Curriculum revision
process always considers the development of customer needs. Furthermore, in the curriculum
revision a Plan-Do-Check-Act (PDCA) cycle is used. It also involves stakeholders from industries,
alumni, and students.
10. Department of Civil Engineering has good quality of student candidates. The passing grade
mean is 683 (2014) from scale 1-1000. The proportion of the applying and accepted student is

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33:1. High passing grade mean and high tight level influence the succeed in the study process
because it means that the new students have a good basic skill and high motivation.
11. Department of Civil Engineering has good network with government board, industries, and
local or foreign universities. Currently, DCE has cooperation with many stakeholders in
education and research.

Weaknesses
1. Due to limited budget, DCE could not carry out all expected activities accoding to DCE
programme.
2. Some of DCE lecturers still hold master degree.
3. Many of the senior lecturers have not become a Professor yet.
4. The centralized recruitment policy cannot meet the needs of teaching and supporting staff in
DCE.
5. Only a few lecturers compete in the International Research.
6. There is a lack in the number of patents.
7. Scientific papers which are published in Indexed International Journals have not reached the
DCE target yet.
8. Several laboratories are lack of equipments for research and practicum. Some of them are also
obsolete.

Completed Checklist of DCE Self-Assessment for AUN-QA

Table 3.1. Completed Checklist of Self-Assesment for AUN-QA

CRITERIA SCORE

AUN-QA Criteria 1 2 3 4 5 6 7

1. Expected Learning Outcomes

1.1The expected learning outcomes have been clearly

√
formulated and translated into the programme
1.2 The programme promotes life-long learning
√
1.3 The expected learning outcomes cover both generic
√
and specialised skills and knowledge
1.4 The expected learning outcomes clearly reflect the
√
requirements of the stakeholders

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - III

Overall opinion Good

2. Programme Specification 1 2 3 4 5 6 7
2.1 The university uses programme specification
√
2.2 The programme specification shows the expected
√
learning outcomes and how these can be achieved
2.3 The programme specification is informative,
√
communicated, and made available to the stakeholders

Overall opinion Good

3. Programme Structure and Content 1 2 3 4 5 6 7

3.1 The programme content shows a good balance
√
between generic and specialised skills and knowledge
3.2 The programme reflects the vision and mission of
√
the university
3.3 The contribution made by each course to achieving
√
the learning outcomes is clear
3.4 The programme is coherent and all subjects and
√
courses have been integrated
3.5 The programme shows breadth and depth
√
3.6 The programme clearly shows the basic courses,
√
intermediate courses, specialised courses and the final
project, thesis or dissertation
3.7 The programme content is up-to-date
√

Overall opinion Excellent

4. Teaching and Learning Strategy 1 2 3 4 5 6 7

4.1 The faculty or department has a clear teaching and
√
learning strategy
4.2 The teaching and learning strategy enables students
√
to acquire and use knowledge academically
4.3 The teaching and learning strategy is student
√
oriented and stimulates quality learning

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - III

4.4 The teaching and learning strategy stimulates

√
action learning and facilitates learning to learn

Overall opinion Good

5. Student Assessment 1 2 3 4 5 6 7
5.1 Student assessment covers student entrance,
√
student progress and exit tests
5.2 The assessment is criterion-referenced
√
5.3 Student assessment uses a variety of methods
√
5.4 Student assessment reflects the expected learning
√
outcomes and the content of the programme
5.5 The criteria for assessment are explicit and well-
√
known
5.6 The assessment methods cover the objectives of
√
the curriculum
5.7 The standards applied in the assessment are explicit
√
and consistent

Overall opinion Good

6. Academic Staff Quality 1 2 3 4 5 6 7

6.1 The staff are competent for their tasks
√
6.2 The staff are sufficient to deliver the curriculum
√
adequately
6.3 Recruitment and promotion are based on academic
√
merits
6.4 The roles and relationship of staff members are well
√
defined and understood
6.5 Duties allocated are appropriate to qualifications,
√
experience and skills
6.6 Staff workload and incentive systems are designed
√
to support the quality of teaching and learning
6.7 Accountability of the staff members is well
√
regulated

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6.8 There are provisions for review, consultation and

√
redeployment
6.9 Termination and retirement are planned and well
√
implemented
6.10 There is an efficient appraisal system
√

Overall opinion Excellent

7. Support Staff Quality 1 2 3 4 5 6 7

7.1 The library staff are competent and adequate in
√
providing a satisfactory level of service
7.2 The laboratory staff are competent and adequate in
√
providing a satisfactory level of service
7.3 The computer facility staff are competent and
√
adequate in providing a satisfactory level of service
7.4 The student services staff are competent and
√
adequate in providing a satisfactory level of service

Overall opinion Good

8. Student Quality 1 2 3 4 5 6 7
8.1 There is a clear student intake policy
√
8.2 The student admission process is adequate
√
8.3 The actual study load is in line with the prescribed
√
load

Overall opinion Good

9. Student Advice and Support 1 2 3 4 5 6 7

9.1 There is an adequate student progress monitoring
√
system
9.2 Students get adequate academic advice, support
√
and feedback on their performance
9.3 Mentoring for students is adequate
√
9.4 The physical, social and psychological environment
√
for the student is satisfactory

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - III

Overall opinion Good

10. Facilities and Infrastructure 1 2 3 4 5 6 7

10.1 The lecture facilities (lecture halls, small course
√
rooms) are adequate
10.2 The library is adequate and up-to-date
√
10.3 The laboratories are adequate and up-to-date
√
10.4 The computer facilities are adequate and up-to-
√
date
10.5 Environmental health and safety standards meet
√
requirements in all aspects

Overall opinion Satisfactory

11. Quality Assurance of Teaching and Learning
1 2 3 4 5 6
7
Process
11.1 The curriculum is developed by all teaching staff
√
members
11.2 The curriculum development involves students
√
11.3 The curriculum development involves the labour
√
market
11.4 The curriculum is regularly evaluated at
√
reasonable time periods
11.5 Courses and curriculum are subject to structured
√
student evaluation
11.6 Feedback from various stakeholders is used for
√
improvement
11.7 The teaching and learning process, assessment
√
schemes, the assessment methods and the assessment
itself are always subject to quality assurance and
continuous improvement

Overall opinion Good

12. Staff Development Activities 1 2 3 4 5 6 7

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - III

12.1 There is a clear plan on the needs for training and

√
development of both academic and support staff
12.2 The training and development activities for both
√
academic and support staff are adequate to the
identified needs

Overall opinion Satisfactory

13. Stakeholders Feedback 1 2 3 4 5 6 7

13.1 There is adequate structured feedback from the
√
labour market
13.2 There is adequate structured feedback from the
√
students and alumni
13.3 There is adequate structured feedback from the
√
staff

Overall opinion Good

14. Output 1 2 3 4 5 6 7
14.1 The pass rate is satisfactory and drop out rate is of
√
acceptable level
14.2 Average time to graduate is satisfactory
√
14.3 Employability of graduates is satisfactory
√
14.4 The level of research activities by academic staff
√
and students is satisfactory

Overall opinion Good

15. Stakeholders Satisfaction 1 2 3 4 5 6 7

15.1 The feedback from stakeholders is satisfactory
√

Overall opinion Good

Overall verdict Good

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SAR AUN – Undergraduate Programme of DCE ITS - 2016 Part - III

STRATEGY

1. DCE will maintain best practice of accreditation at national level and will propose an
International certification such as ASEAN University Network-Quality Assurance (AUN-QA)
in 2016 and ABET accreditation in 2020 respectively.

2. DCE will retain championship winning tradition at the national level. To expand at
international level, DCE will send students in the international competition such as bridge,
earthquake resistant building and high strength/ performance concrete competition in Asia
level.

3. DCE will increase the number of courses in English, improve the number of EMI* certified
lecturers and enhance the cooperation between foreign partner universities. As the result,
it is expected to increase the number of foreign exchange students in our department.

*EMI: English for Medium Instruction

4. DCE will improve department performance, increasing the opportunity to receive awards
at the university and national level.

5. DCE will encourage young lecturers with master degree qualification to continue their
study in order to obtain a PhD degree. DCE will also support our faculty members get their
professorship.

6. DCE will improve facilities to support teaching and learning activities.

7. DCE should maintain major evaluation of curriculum every five years and minor evaluation
every year; so that DCE curriculum can be recognized at national and international levels.

8. DCE should increase and expand cooperation and networking with stakeholders at national
and international level.

9. DCE should get alternative sources of funding to improve teaching and learning facilities.

10. DCE should prepare apprenticed lecturers to support teaching and learning activities so
that they will be well prepared in the national recruitment process.

11. DCE will encourage young lecturers, who have not received international research grants
yet, to joint international research as co-researcher. DCE will also develop an international
joint research network in Asean and world level.

12. Applying Lab Based Education strategy and products based research to increase the
number of patents.

13. DCE will seek for funding from several alternative sources of funding such as industry,
investors and research grants.

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