The profile of the graduates of the Doctoral Programme in Basic Education at Universitas Pendidikan Ganesha are:

Professional educators, lecturers, and researchers who are able to discover or develop, transform, and disseminate science, technology, and art in the field of basic education and are characterized as critical, innovative, creative, communicative, and collaborative.

PLO Attitude :

A.

Demonstrate scientific, educative, and religious attitudes and behaviors that contribute to improving the quality of life for the community, nation, and state based on academic norms and ethics based on the Tri Hita Karana (Three causes of Prosperity) values.

PLO Knowledge :

K1.

Mastering the scientific philosophy of science, technology, and art that has novelty values in the field of basic education science and professional practice through research to produce creative, original, and tested works.

K2.

Mastering problem-solving knowledge of science, technology, and art in the field of basic education science through an interdisciplinary and multidisciplinary approach.

K3.

Mastering knowledge of scientific procedures in the management and development of research that is beneficial for the benefit of mankind and can gain national recognition.

PLO General Skills :

GS1.

Able to integrate learning and innovation skills, mastering technology and information, career development, and life skills to become lifelong learners.

GS2.

Able to develop and publish logical, critical, systematic, and creative thinking through scientific research, create designs or works of art with an interdisciplinary or multi-disciplinary approach, which pays attention to humanities values according to their field of expertise through scientific research based on a research roadmap with an interdisciplinary, multidisciplinary, or transdisciplinary approach.

PLO Specific Skills :

SS1.

Able to develop scientific theories/concepts/ideas in the field of basic education that have novelty values through inter, multi, and transdisciplinary approaches and apply humanities values.

SS2.

Able to communicate the results of studies and research effectively in oral and written form in scientific forums and journals to gain national and international recognition.

SS3.

Able to solve problems in the field of basic education through inter, multi, and transdisciplinary research approach for the benefit of mankind.

SS4.

Able to develop innovation, policy, and basic education management through inter, multi, and transdisciplinary approaches.

NOCOURSECREDIT HOURSSEMESTER
A

Core Study Courses

a. Compulsory courses

1.

Basic Education Perspective Based on Tri Hita Karana

2I
2.

Applications of Statistics in Advanced Research

3I
3.

Advanced Basic Education Research Methodology

3I
4.

Development of Science in Basic Education

3I
5.

Development of Indonesian Language and Literature Basic Education

3I
6.

Development of Mathematics in Basic Education

3II
7.

Development of Social Science in Basic Education

3II
8.

Development of Civic Education in Basic Education

3II
9.

Curriculum Development of Basic Education

2II
10.

Policy Analysis and Strategy for Basic Education Development

2II
11.

Development of Learning Models and Assessment in Basic Education

3III
12.

Ethnopedagogy of Basic Education

3III
13.

Dissertation

12IV - VI

b. Elective courses

14.

21st Century Basic Literacy Development

3II
15.

ICT-Based Basic Education Learning Development

The total of credit hours48
B

Aanvullen Courses

1.

Developmental Psychology and Education

2I
2.

Assessment in Basic Education

2I
3.

Learning Innovation in Basic Education

2II
4.

School and Curriculum Review

3III
5.

Comparative Study of Basic Education

3III
The total of credit hours12
Total numbers of credit hours for students with the same background of education48
Total numbers of credit hours for students with the different background of education60
No.CourseDescription
1.

Basic Education Perspective Based on Tri Hita Karana

This course aims to make students understand the basic concepts and principles of basic education and be able to apply them in a diagrammatic learning process. On the other hand, this course is also directed at the study and in-depth study of approaches, models, strategies, techniques and learning instruments, as well as relevant subject matter developed for students at the basic education level.

2.

Applications of Statistics in Advanced Research

This course aims to present the basics of quantitative data analysis and its application in quantitative research. The topics presented in this course include probability theory, quantitative data analysis (statistics), descriptive data analysis procedures through the basic presentation of frequency distribution, visual presentation of graphs and histograms, measurement of central tendency, variability, and dispersion; selection of analysis techniques, measurement of associations and correlations, test of analysis requirements, estimation (predictability and estimation) of hypothesis testing, inference concepts, and data analysis techniques with One-Way, Two-Way, and Three-Way Variance Analysis; Simple Regression Analysis, Multiple and Multiple Regression Analysis; One-Way, Two-Way, and Three-Way Covariance Analysis; and Path Analysis. Sampling distributions are discussed in relation to confidence intervals, estimated, and statistical inferences. To master the analysis concept, students are given exercises to apply data analysis techniques.

3.

Advanced Basic Education Research Methodology

This course aims to present the philosophy, methodological basis, and operationalization of research in the field of basic education in qualitative and quantitative research. Lecture topics and assignments will cover the logical basis of scientific research, problem formulation, the role of developing a theoretical framework, selecting variables and their relationships, formulating hypotheses, and selecting appropriate data analysis techniques. Also discussed are various strategies and types of research, steps for preparing research proposals, and aspects of evaluating research proposals and results. In addition, research designs, in-depth concepts of population and sampling, instrumentation and calibration, application of path analysis and LISREL, discriminant analysis, canonical analysis, R & D, and scientific writing techniques are also studied, so that students are able to complete their dissertation effectively.

4.

Development of Science in Basic Education

This course aims to enable students to understand the basic concepts and principles of elementary and junior high school science and be able to apply them in a diagrammatic learning process. On the other hand, this course is also directed at the study of approaches, models, strategies, techniques, and instruments of science learning, as well as relevant subject matter developed for students at the basic education level. Various concepts, generalizations, theories, and paradigms of science learning are studied in-depth so that students have sufficient insight, understanding, skills, and scientific expertise for a basic education expert.

5.

Development of Indonesian Language and Literature Basic Education

This course aims to provide students with correct language knowledge and provide Indonesian language teaching procedures that are in accordance with the development and language learning needs of children of basic education age. Various language knowledge and skills are studied in-depth, including learning models, so that students have sufficient insight, understanding, proficiency, and scientific expertise for a basic education expert in the field of learning Indonesian.

6.

Development of Mathematics in Basic Education

This course aims to enable students to understand the basic concepts and principles of mathematics in basic education and be able to apply them in a diagrammatic way in the learning process. On the other hand, this course is also directed at the study of approaches, models, strategies, techniques, and relevant mathematics learning instruments developed for students at the basic education level. Various concepts, generalizations, theories, and paradigms of mathematics learning are studied in-depth so that students have sufficient insight, understanding, proficiency, and scientific expertise for a basic education expert.

7.

Development of Social Science in Basic Education

This course aims to enable students to understand the basic concepts and principles of social studies education in basic education and be able to apply them in a diagrammatic learning process. On the other hand, this course is also directed to the study of approaches, models, strategies, and techniques, as well as relevant social studies education learning instruments developed for students at the basic education level. Various concepts, generalizations, theories, and learning paradigms of social studies education are studied in-depth so that students have sufficient insight, understanding, skills, and scientific expertise for a basic education expert.

8.

Development of Civic Education in Basic Education

This course aims to enable students to understand the basic concepts and principles of Civics Education learning in basic education and be able to apply them in a diagrammatic learning process. On the other hand, this course is also directed at the study of approaches, models, strategies, and techniques as well as relevant Civics learning instruments developed for students at the basic education level. Various concepts, generalizations, theories, and learning paradigms of Civics are studied in-depth so that students have sufficient insight, understanding, skills, and scientific expertise for a basic education expert.

9.

Curriculum Development of Basic Education

This course aims to enable students to understand and apply concepts, approaches, models, and forms of the curriculum in designing, developing, implementing, and evaluating basic education curriculum units. Besides that, it is also studied in-depth about the history, construction, and innovation of curriculum based on various streams, the demands of the times, as well as curriculum construction in various countries, especially at the basic education level.

10.

Policy Analysis and Strategy for Basic Education Development

This course emphasizes the types of analysis in basic education policy and the basic education policy-making process, as well as abilities and skills related to several approaches and analytical methods used in reviewing basic education policies. In addition, they also learn about the philosophical, sociological, political, and economic foundations and backgrounds behind the development of basic education policies in various regions. In the end, this course contains the contribution of policy science in the process of politicization and democratization of basic education policy.

11.

Development of Learning Models and Assessment in Basic Education

This course aims to provide understanding, and experience and increase students' insight regarding the integration of various models of approaches and learning strategies, both correlated and integrated with the context of basic education and related to its assessment. Besides that, various educational philosophies are also studied that underlie the birth of an integrated approach and its application to learning at the basic education level.

12.

Ethnopedagogy of Basic Education

This course aims to enable students to understand the development of student concepts, based on contemporary ethno-pedagogic and pedagogic studies, and to relate them to the Balinese cultural values of Tri Kita Karana. Various streams in learning psychology are examined critically for their relationship so that students are able to use various learning and learning theories that exist in various streams, both for the purpose of perfecting the teaching-learning process as well as the need for developing research paradigms. The discussion also includes factors that influence learning, learning approaches, learning strategies, as well as innovative learning models based on local wisdom and Balinese Tri Hita Karana culture.

13.

Dissertation

Dissertation writing begins with a dissertation research proposal seminar. This seminar discusses novelty, methodological aspects regarding the preparation of research proposals, especially those relating to variable selection criteria, logic in submitting hypotheses, choosing research methods that are in accordance with research objectives, adjusting and testing instruments, sampling techniques (samples) that are relevant as well as analysis techniques that are appropriate to the type of data. Furthermore, the dissertation research is carried out using both quantitative and qualitative methodologies. Thus the writing of the dissertation includes the background of the problem, formulation of the problem and research objectives, theoretical study of the concepts studied and accompanied by the researcher's own frame of mind. The research methodology is detailed according to the problem and research objectives. Finally, the researcher interprets and draws conclusions from all of these elements and writes them in the form of a dissertation that can be accounted for academically.

14.

21st Century Basic Literacy Development

This course aims to provide students with insight into the nature of basic literacy, numerical literacy, data literacy, technological literacy, and human literacy and are able to analyze the various impacts of 21st-century literacy on content and learning processes in basic education. In addition, students are required to be able to develop 21st-century literacy in improving the quality of basic education implementation.

15.

ICT-Based Basic Education Learning Development

This course aims to provide students with insight into the nature of TPACK-based learning, starting from the technology used, pedagogy for basic education, as well as materials covering science, social studies, mathematics, Indonesian language, and Civics. In addition, students are able to develop TPACK-based learning that is relevant to the development of basic education students.

16.

Developmental Psychology and Education

This course aims to improve knowledge and skills in a more in-depth manner on theories of child development psychology, as well as educational psychology such as behaviouristic, constructivist, and sociocultural.

17.

Assessment in Basic Education

This course aims to provide broad insight into learning assessments, including utilizing the results of assessments and evaluations in the field of basic education. Scope: test concepts, measurement, assessment, evaluation, linkage of assessment with learning, types of assessment, authentic assessment including assessment with portfolio, assessment for learning improvement, validity, reliability, how to develop tests, item analysis, and practice of theoretical and empirical item analysis using relevant programs, such as Iteman, Bigstep, and SPSS.

18.

Learning Innovation in Basic Education

This course aims to provide experience and increase insight related to the integration of various models of approaches and learning strategies, both correlated and integrated with the context of basic education.

19.

School and Curriculum Review

This course aims to provide real knowledge and experience to conduct an in-depth study of management practices and learning at the basic education level so that they are able to become independent and professional basic education experts. And able to understand and apply how to design and develop a curriculum.

20.

Comparative Study of Basic Education

This course aims to discuss issues, including models or strategies for basic education in Indonesia, ASEAN countries, and other developed countries. In addition, graduates are expected to be able to innovate in the implementation of basic education models or strategies.