Doctoral Programme in Education Science Universitas Pendidikan Ganesha
Vision :
To become an excellent study program in critical pedagogy and cyber pedagogy in Asia in 2045 which is recognized for the development of quality human resources in the field of Education based on the local wisdom of Tri Hita Karana
Mission :
- Fostering intellectual, creative and personal growth of students to think critically, creatively and broadly, to be competent in their own lives, their communities, and the world by providing high quality education.
- Provide opportunities for study programs to provide a foundation for scientific advancement of professions where research, creativity, innovation, and entrepreneurship can thrive; and ensuring that everyone can develop to their full potential.
- Engage in competitive, collaborative, accommodating and innovative partnerships and community service that contribute to community growth and have regional, national and global influence. Produce Doctoral Education Graduates who are able to demonstrate professional behavior, promote peace and social harmony and demonstrate a commitment to sustainable development for the betterment of society.
- Produce Doctoral Education Graduates who pursue lifelong education in the field, and generate innovative solutions using research, entrepreneurship, and complex problem solving skills.
Objectives :
- To produce Education doctorate graduates who are intellectually excellent, morally harmonious, recognised by the local, regional and global organizations by successfully demonstrating the profession of major field or related discipline.
- To produce Education doctorate Graduates who are able to demonstrate professional behaviour, promote social peace and harmony and demonstrate commitment towards sustainable development for the betterment of society.
- To produce Education doctorate Graduates who pursue lifelong learning in the field, and generating innovative solutions using research, entrepreneurship, and complex problem-solving skills.
Study Programme’s Curriculum
| No. | Profile of Graduate | Description |
|---|---|---|
| 1 | Professional researchers who have moral ethics, integrity, and the ability to solve current educational problems and strategic policies | Professional researchers who possess moral ethics, integrity, and the ability to solve current educational problems and strategic policies are characterized by the following characteristics:
|
| 2 | Educators who possess excellent moral ethics, integrity, and demonstrate expertise in the subjects they teach and spend time continuously acquiring new knowledge in their field | Educators who possess excellent moral ethics, integrity, and demonstrate expertise in the subjects they teach and who spend time continuously acquiring new knowledge in their field, are characterized by the following characteristics:
|
| 3 | Educational Consultant who is empathetic and sociable, skilled in identifying problems and brainstorming potential solutions, comprehensive and integrative. Have excellent written and oral communication skills. | Educational Consultant who is empathetic and sociable, skilled in identifying problems and brainstorming potential solutions, comprehensive and integrative; have excellent written and oral communication skills. characterized by the following characteristics:
|
| 1. Attitude | |
S1 | Demonstrate scientific, educational, and religious attitudes and actions that contribute to improving the quality of life in society, nation and state based on academic norms and ethics based on local wisdom Tri Hita Karana |
| 2. Knowledge | |
P1 | Mastering and criticizing the philosophy of science and education as well as the implementation of pedagogical content science to be able to solve current educational problems in harmony |
P2 | Mastering the principles and implementation of research related to current issues in the field of Science and Education |
| 3. General Skills | |
KU1 | Able to integrate learning and innovation skills, mastery of technology and information, career development, and life skills to become lifelong learners. |
KU2 | Able to find or develop new scientific theories/conceptions/ideas and contribute to the development, practice of science, technology, art, and application of humanities values in their fields of expertise through scientific research based on research roadmaps with interdisciplinary, multidisciplinary, or cross-disciplinary approaches. |
| 4. Special Skills | |
KK1 | Ability to create innovative plans of study related to educational instruction in higher education, conduct effective teaching and learning and communication inside and outside the classroom. |
KK2 | Ability to synthesize contextual knowledge, science, and technology needed to solve problems in science and education through research and collaborative work |
KK3 | Ability to demonstrate entrepreneurial and leadership skills |
KK4 | The ability to use the implications of the development or application of science and technology that pays attention to and applies humanities values according to their expertise based on scientific principles, procedures, and ethics to produce solutions, ideas, criticisms, compose a scientific description of the results of their studies in the form of a final project or dissertation. |
| A. Core Courses of the Study Program (MKIKPS) | |||
| NO | COURSES | CREDITS | SEMESTER |
| 1. | The philosophy of Science | 2 | 1 |
| 2. | Cultural and THK-Based Humanistic Education | 3 | 1 |
| 3. | Advanced Statistics | 3 | 1 |
| 4. | Critical Issues and New Paradigm in Education | 3 | 2 |
| 5. | Advanced Educational Research Methodology | 3 | 1 |
| 6. | Educational Sociology and Education | 2 | 1 |
| 7. | Curriculum Analysis | 3 | 2 |
| 8. | An Analysis of Educational Program and Program Evaluation in Education | 3 | 2 |
| 9. | Innovation in Instruction Model and Evaluation Model | 3 | 2 |
| 10. | Dissertation | 12 | 4 |
| Total of MKIKPS’ Credit Hours (CHs) | 37 | ||
| B. Elective Skills Courses of Study Program (MKPPS) | |||
| NO | COURSES | CREDITS | SEMESTER |
| 1. | An Analysis of Instructional Planning and its Implementation | 3 | 1 |
| 2. | An Analysis of Educational System in the Archipelago | 3 | 2 |
| 3. | Comparative Study in The Educational System in Asian and Western Countries | 3 | 3 |
| 4. | Modern Test Theories | 3 | 2 |
| 5. | Developing Standardized Instrument for Testing | 3 | 2 |
| 6. | Advanced Research on Education Evaluation | 3 | 3 |
| 7. | Educational Economics | 3 | 2 |
| 8. | Strategic Management in Education | 3 | 2 |
| 9. | Management in Professional Development of Education Staff | 3 | 3 |
| 10. | Critical Analysis of Problematical and Hypothetical Issues in Instructional Technology | 3 | 1 |
| 11. | The Development of Science Technology | 3 | |
| 12. | Education Management Information System | 3 | 3 |
| 13. | Material and Instructional Model Development | 3 | 1 |
| 14. | Instructional Evaluation Model Development | 3 | 2 |
| 15. | Critical Analysis on Education Today | 3 | 1 |
| 16. | Systematical Analysis on Theories, Models, and Counselling Techniques | 3 | 1 |
| 17. | Innovative Counselling Model Development | 3 | 3 |
| 18. | Innovative Instruction | 3 | 2 |
| 19. | Management and Educational Professional Development | 3 | |
| 20. | Democracy, Human Rights and Multiculturalism | 3 | 3 |
| Total of MKPPS’ Credit Hours (CHs) | 9 | ||
| C. Aanvullen Courses (MKAv) *) | |||
| NO | COURSES | CREDITS | SEMESTER |
| 1. | Education Psychology | 3 | 1 |
| 2. | Models of Instruction | 3 | 1 |
| 3. | Instructional Management | 3 | 2 |
| 4. | Instructional Evaluation | 3 | 2 |
| Total of aanvullen course’s Credit Hours (CHs) | 12 | ||
Total numbers of credit hours for students with the same background of education (who have taken the School of Postgraduate Studies’ Skills Course in Master degree) | 35 | ||
Total numbers of credit hours for students with the different background of education (who have taken the School of Postgraduate Studies’ Skills Course in Master degree) (Including aanvullen) | 47 | ||
Lecturers
| No. | Name and Expertise Guest Lecturer |
| 1. | Dr. Robert Lemelson from UCLA with the topic Anthropological Approach to Neurodiversity in Education |
| 2. | Agaath Hoeksema from Netherlands with the topic Curriculum for students with Special Needs |
| 3. | Prof. Dr. Sudarwan Danim from Universitas Bengkulu with the topic Critical Pedagogy |
| 4. | Dr. Gumawang Jati from Institut Teknologi Bandung with the topic Cyber Pedagogy |
Superiority
RECENT ACTIVITIES
RECENT ANNOUNCEMENTS
OUR CONTACT
- Jalan Udayana No.11 Singaraja