Capaian Pembelajaran Lulusan (PLO) S1 Pendidikan Matematika
Standar Kompetensi, Matriks Korelasi, dan Analisis Komparatif Global
Definisi Program Learning Outcomes (PLO)
PLO dalam Program Studi Pendidikan Matematika (UPME) mencakup kompetensi spesialis (pengetahuan dan keterampilan khusus) serta kompetensi sosial (keterampilan umum dan sikap). Berikut adalah rincian lengkapnya:
- PLO 1: Mampu menunjukkan nilai-nilai agama, kebangsaan, dan budaya nasional, serta etika akademik dalam menjalankan tugasnya.
- PLO 2: Menunjukkan karakter tangguh, kolaboratif, adaptif, inovatif, inklusif, pembelajar sepanjang hayat, dan berjiwa wirausaha.
- PLO 3: Mengembangkan pemikiran logis, kritis, sistematis, dan kreatif dalam melakukan pekerjaan spesifik di bidang keahliannya.
- PLO 4: Mengembangkan diri secara berkelanjutan dan kolaboratif.
- PLO 5: Menerapkan prinsip-prinsip dasar matematika untuk memecahkan masalah matematika sederhana.
- PLO 6: Merancang, melaksanakan, dan mengevaluasi pembelajaran matematika menggunakan IT.
- PLO 7: Mengomunikasikan ide dan hasil penelitian secara efektif, baik secara lisan maupun tulisan.
- PLO 8: Membuat keputusan berdasarkan data/informasi dalam menyelesaikan tugas dan mengevaluasi pekerjaan.
- PLO 9: Menunjukkan pengetahuan dan wawasan matematika.
- PLO 10: Menunjukkan pengetahuan pedagogis dalam merancang, melaksanakan, dan mengevaluasi pembelajaran matematika.
- PLO 11: Menunjukkan pengetahuan terkait penelitian pendidikan matematika.
Tabel 3: Korelasi Kompetensi SSC ASIIN dan PLO
| Competency SSC-ASIIN | Aspect | PLO | Description |
|---|---|---|---|
| Social Competences | Attitude | 1 | Able to demonstrate the values of religion, nationality and national culture, as well as academic ethics in carrying out their duties |
| 2 | Demonstrate a tough, collaborative, adaptive, innovative, inclusive, lifelong learner, and entrepreneurial character | ||
| 3 | Develop logical, critical, systematic, and creative thinking in carrying out specific work in their area of expertise | ||
| General Skills | 4 | Develop oneself sustainably and collaboratively | |
| 7 | Communicate ideas and research results effectively, orally, and in writing | ||
| 8 | Make decisions based on data/information in completing tasks and evaluating work | ||
| Specialist Competences | Knowledge | 9 | Demonstrate mathematical knowledge and insight |
| 10 | Demonstrate pedagogical knowledge in designing, implementing and evaluating mathematics learning | ||
| 11 | Demonstrate knowledge related to mathematics education research | ||
| Special Skills | 5 | Apply the basic principles of mathematics to solve simple mathematical problems | |
| 6 | Design, implement and evaluate mathematics learning using IT |
Tabel 4: Matriks Korelasi Antara PLO dan PEO
Analisis mendalam dilakukan untuk memastikan koherensi kurikuler antara Programme Learning Outcomes (PLO) dan Programme Educational Objectives (PEO). Matriks di bawah ini memvisualisasikan kontribusi signifikan setiap PLO terhadap PEO masing-masing.
| PLO / PEO | PEO-1 | PEO-2 | PEO-3 | PEO-4 |
|---|---|---|---|---|
| PLO-1 | ✓ | ✓ | ||
| PLO-2 | ✓ | ✓ | ✓ | |
| PLO-3 | ✓ | ✓ | ✓ | |
| PLO-4 | ✓ | ✓ | ||
| PLO-5 | ✓ | ✓ | ||
| PLO-6 | ✓ | ✓ | ✓ | |
| PLO-7 | ✓ | ✓ | ||
| PLO-8 | ✓ | ✓ | ✓ | |
| PLO-9 | ✓ | |||
| PLO-10 | ✓ | |||
| PLO-11 | ✓ | ✓ |
Tabel 5: Korelasi Antara PLO, PEO, dan IQF
| PLO | PEO | IQF | ||||||
|---|---|---|---|---|---|---|---|---|
| PEO-1 | PEO-2 | PEO-3 | PEO-4 | IQF-1 | IQF-2 | IQF-3 | IQF-4 | |
| PLO-1 | ✓ | ✓ | ✓ | ✓ | ||||
| PLO-2 | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ||
| PLO-3 | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | |
| PLO-4 | ✓ | ✓ | ✓ | ✓ | ||||
| PLO-5 | ✓ | ✓ | ✓ | ✓ | ||||
| PLO-6 | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | |
| PLO-7 | ✓ | ✓ | ✓ | ✓ | ✓ | |||
| PLO-8 | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | |
| PLO-9 | ✓ | ✓ | ||||||
| PLO-10 | ✓ | ✓ | ||||||
| PLO-11 | ✓ | ✓ | ✓ | ✓ | ✓ | |||
Analisis Komparatif dengan Negara Lain
Tinjauan komparatif dilakukan terhadap PLO program S1 Pendidikan Matematika di Unesa (Indonesia), Purdue University (USA), dan University of Queensland (Australia). Ketiga institusi ini berbagi komitmen kuat untuk mempersiapkan lulusan yang memiliki pengetahuan konten matematika tingkat lanjut, keahlian pedagogis, dan kapasitas untuk terlibat dalam praktik reflektif. Namun, orientasi kontekstual yang berbeda muncul di setiap program:
- Unesa menyelaraskan PLO dengan prioritas nasional dan budaya, menekankan nilai agama, kebangsaan, dan etika sebagai dimensi integral identitas profesional. Hal ini unik dibandingkan Purdue dan Queensland yang lebih memprioritaskan isu sosiokultural seperti multikulturalisme, inklusivitas, dan pengetahuan pribumi.
- Purdue berfokus pada kesetaraan dan kesadaran multikultural serta menyediakan landasan matematika yang ketat dengan berbagai mata kuliah tingkat lanjut (misal: Analisis Real, Matematika Diskrit) yang melampaui kurikulum Unesa saat ini, memposisikan lulusannya siap untuk studi lanjut akademik.
- Queensland menyeimbangkan konten matematika dengan praktik profesional, menawarkan pengalaman praktikum berkelanjutan (lebih dari 60 hari) untuk memastikan kompetensi kelas yang tinggi. Unesa mengintegrasikan penelitian pendidikan matematika dan desain pedagogis, namun dapat ditingkatkan dengan memperluas durasi praktikum sekolah.
- Dalam hal riset dan inovasi, Unesa menekankan penelitian pendidikan dalam pedagogi matematika, sejalan dengan kerangka kerja Teachers as Researchers di Queensland.
- Unesa juga berkomitmen pada integrasi teknologi informasi, yang selaras dengan Educational Technology and Computing di Purdue dan Teachers as Innovators di Queensland.
Tabel 6: Penyelarasan Program Learning Outcomes (PLO)
Perbandingan Program Pendidikan Matematika: Unesa – Purdue – Queensland
| Unesa | Purdue | Queensland |
|---|---|---|
| PLO 1 – Attitude: Demonstrate values of religion, nationality, culture, and ethics | EDCI 28500 – Multiculturalism and Education; EDPS 26500 – Inclusive Classroom; EDST 20010 – Educational Policies and Laws | EDUC1710 – Sociological Orientation to Education; EDUC2090 – Indigenous Knowledge & Education; EDUC3606 – Building Inclusive Classrooms |
| PLO 2 – Attitude: Demonstrate toughness, collaboration, adaptability, innovation, lifelong learning, entrepreneurial character | EDPS 23500 – Learning and Motivation; Free Electives for growth | EDUC3605 – Building Professional Knowledge; EDUC4625 – Achieving Professional Engagement |
| PLO 3 – Attitude: Develop logical, critical, systematic, and creative thinking | MA 30100 – Proof through Real Analysis; MA 37500 – Discrete Mathematics | EDUC4607 – Assessment for Learning and Teaching; EDUC4620 – Teachers as Researchers |
| PLO 4 – General Skill: Develop oneself sustainably and collaboratively | EDCI 20500 – Exploring Teaching as a Career; EDPS 32700 – Assessment Literacy | EDUC1650 – Learning and Development for Educators; EDUC4615 – Developing Professional Practice |
| PLO 5 – Special Skill: Apply mathematical principles to solve problems | MA 36600 – Ordinary Differential Equations; MA 46000 – Geometry | Core BMath courses (problem-solving focus) |
| PLO 6 – Special Skill: Design, implement, and evaluate mathematics learning using IT | EDCI 27000 – Educational Technology and Computing | EDUC2604 – Teachers as Educational Innovators and Agents of Change |
| PLO 7 – General Skill: Communicate ideas and research effectively, orally and in writing | COM 21700 – Science Writing and Presentation | EDUC2601 – Literacies across the Curriculum; EDUC4625 – Achieving Professional Engagement |
| PLO 8 – General Skill: Make data-driven decisions and evaluate work | STAT 31100 / STAT 35000 – Probability and Statistics; EDPS 32700 – Assessment Literacy | EDUC4607 – Assessment for Learning and Teaching |
| PLO 9 – Knowledge: Demonstrate mathematical knowledge and insight | Calculus I–III; MA 35100 – Linear Algebra; MA 36600 – Differential Equations; MA 45300 – Algebra | BMath Component (Calculus, Algebra, Statistics); EDUC4644 – Mathematics Curriculum Studies; EDUC4652 – Advanced Mathematics Curriculum Studies |
| PLO 10 – Knowledge: Demonstrate pedagogical knowledge in mathematics learning | EDCI 42500 – Teaching Mathematics in Secondary Schools; EDCI 42600 – Teaching Mathematics in Middle/Junior High | EDUC3602 – Numeracy across the Curriculum; EDUC4644 – Mathematics Curriculum Studies |
| PLO 11 – Knowledge: Demonstrate knowledge related to mathematics education research | EDPS 49100 – Topics and Issues in Education (research-based assignments) | EDUC4620 – Teachers as Researchers |
