CURRICULUM STRUCTURE

The learning materials in the Master of Statistics study program are adapted to the development of statistics itself, which is a tool for collecting, analyzing, and interpreting data. Therefore, the study groups or body of knowledge expected to be mastered by graduates of the Master of Statistics study program are:

1. Statistical Theory. This study group is expected to produce graduates capable of designing experiments, constructing, developing, and testing models and procedures in statistical theory.

2. Applied Statistics, which includes Statistical Modeling and Statistical Computation, equips graduates with the skills to organize data, group or partition data, perform calculations with or without tools, develop statistical calculations, solve various real-world problems using statistical models, and communicate statistical knowledge to the public.

The uncertainty of the knowledge gained from the CPL (Competency Based Learning) process in the first stage should have outlined the boundaries and scope of the scientific field/expertise, which constitutes a series of minimum study materials that must be mastered by each study program graduate. This study material can encompass one or more branches of science and their respective disciplines, or a group of knowledge integrated into a new body of knowledge agreed upon by a forum of similar study programs as a characteristic of that study program's field of study. Based on this minimum study material, the Statistics Master's Study Program can elaborate on the level of mastery, breadth, and depth in more detail. The study material in the curriculum then becomes the learning content standard, with a level of depth and breadth that refers to the CPL. The level of depth and breadth of learning material, as stipulated in Article 9 paragraph (2) of the SN Dikti (National Higher Education Standards, 2015), states that graduates of the Master's program must at least "master the theoretical concepts of certain fields of knowledge and skills in general and the theoretical concepts of specific areas of knowledge and skills in depth."

Study materials and learning materials can be updated or developed in accordance with developments in science and technology and the direction of the study program's own scientific development. The process of determining study materials needs to involve the scientific field groups/laboratories within the study program. The development of a course based on the selected study materials can begin by creating a matrix between the formulation of CPL attitudes, general skills, specific skills, and knowledge with the study materials, to ensure their relevance. The study materials developed by the Statistics Study Program can be seen in the Mapping of Study Materials to CPL, shown in the following table:

The course assignment pattern can be achieved by grouping equivalent teaching materials and naming the groups of teaching materials. Next, the course assignment is carried out by compiling a matrix between the KP and existing courses, to determine similarities or overlaps between subject matter in the course in the form of blocks. The blocks formed are indicators of similarity or overlap in substance, so that the need for the creation of new courses. The basic assumptions or criteria used in the course assignment process are as follows:

1. The primary focus of course design is not the course name, but rather the substance or content it contains. Therefore, course design is no longer limited by the course name, but rather focuses on the attitudes, general skills, specific skills, and knowledge to be acquired through the learning process.

2. The curriculum structure does not have to consist of a small number of credits with many courses; instead, it is possible to have a large number of credits with a small number of courses.

3. The course block concept can be implemented by combining several courses relevant to learning attitudes, general skills, specific skills, and knowledge into a single course block with a larger number of credits and more than one lecturer.

4. Practical work is no longer isolated or separate from the course name and number of credits, but rather integrated with face-to-face/theory courses.

5. In determining course content, each study program must consider university policies (if any).

Courses are essential elements that serve as the smallest learning transaction units (credit units or modules) for measuring achievement. Course selection can be done by grouping similar learning materials and then naming them. Course names must conform to the general names of study programs in Indonesia and other countries.