Lecturers

Student-Centred Learning, Teaching, and Assessment of the MC Study Programme

          The learning process of the MC Study Programme includes face-to-face, structured assignments, and independent learning activities. The face-to-face learning process is needed to facilitate the discussion process to expand and deepen the materials. Therefore, the students gain experience in expressing their opinions actively. The structured tasks are given by the lecturers on the relevant issues of the current socio-political situation and must be processed in groups and individual. The structured tasks also give the students a learning experience in group and leadership skills. The academic atmosphere in the BPA Study Programme combines theoretical and practical knowledge, and the lecturers combine practical knowledge and skills. According to the university guidelines, the learning activity is carried out in 14-16 weeks. The learning process is also implemented through the website at elearning.unib.ac.id,  which LPTIK of UNIB facilitates. The lesson plan is carried out at the beginning of the semester with the division of courses and schedules. Furthermore, the lecturers prepare an RPS as a guide in the one-semester learning process. In practice, the learning process is monitored by observing the presence of the lecturers and students using an online attendance system and yellow cards provided by the FISIP monitoring section.
The learning process in the MC study programme uses several approaches.

1. An interactive approach. Through this approach, a good relationship is established between students and lecturers. The learning process provides space for the students to respond or ask questions about the material provided by the lecturer.
2. Holistic approach. In this approach, the comprehensiveness of the presented material can be seen from the relation between the materials and the impact of the study.
3. Integrative approach. In the process of an integrative approach, the learning is held by combining theoretical concepts and practice to understand the subject matter.
4. Scientific Approach. The learning carried out in the MC study programme refers to the relevant and up-to-date literature. In addition to the latest books, learning literature is supported by articles in accredited and reputable journals.
5. Contextual Approach. Events that attract the attention of many people or viral studies in the field of communication are a form of contextual practice in learning in the MC Study Programme.
6. Thematic. The thematic studies are adapted to the issues raised in learning materials, such as the Industrial Revolution 4.0 and its impact on the study of communication science and competence in communication in the 4.0 era.
7. Effective. The material presented must provide additional knowledge and skills for the students. To ensure the effectiveness, an evaluation is carried out either in the form of discussions during lectures or quizzes at the end of the lectures.
8. Collaborative. The collaboration is carried out in two approaches. First is the collaboration between the lecturers and students to solve problems in communication in the form of community service, or collaboration between the lecturers and practitioners in terms of education, research and community service. The nature of the learning carried out is student-oriented. It will provide a vast space for the students to express their thoughts and ideas.

          In evaluating the students` learning outcomes, the lecturer gives assignments, UTS, and UAS. The evaluation of the MC Study Programme is carried out by distributing questionnaires through SIEPEL. The assessment is carried out to evaluate the PBM materials, PBM process, teaching method, the accuracy of the lecturer in starting and ending the lectures, and the lecturers` insight. This evaluation is carried out without intervention because it does not mention the name of the person who filled out the assessment. The evaluation process is used to assess four abilities: pedagogical, professional, personal, and social competencies. The results of the Lecturers` assessment in the MC study programme are as follow:

          Based on the data above, it can be seen that the evaluation of the MC study programme learning process on the SIEPEL data in the aspects of pedagogic, professional, personal, and social values is good. It can be concluded that the learning process in the MC Study Programme is categorised as good.