Curriculum Management & Development

The Faculty ensures that curriculum reviews are conducted systematically, in response to industry and academic developments, and aligned with the principles of Outcome-Based Education (OBE). Curriculum review is carried out in two forms: minor reviews held annually, and major reviews conducted every three to four years. Minor reviews are implemented through annual Internal Quality Audits (AMI), where the achievement of Course Learning Outcomes (CLO), Program Learning Outcomes (PLO), and Program Educational Objectives (PEO) are assessed using data from curriculum management systems such as OBESESI (for Information Systems) and internal academic evaluation platforms (for Informatics). The results are discussed in study program meetings and reported to the faculty. Meanwhile, major reviews are carried out through Focus Group Discussions (FGD) involving internal stakeholders (students, lecturers, academic staff) and external parties (alumni, industry partners, professional associations like APTIKOM and AISINDO). Tracer study data and graduate user satisfaction surveys provide strong evidence for adjusting the curriculum to meet workforce demands. This process is in line with Rector’s Regulation Number Twenty-Five of Two Thousand Twenty-Three, which mandates strengthening curriculum evaluation mechanisms through evidence-based practices and stakeholder collaboration.

The Faculty actively supports interdisciplinary teaching and research between the Informatics and Information Systems study programs. This support is reflected in the faculty’s academic policy that allows and facilitates cross-teaching assignments, such as Information Systems lecturers teaching in Informatics courses and vice versa—especially for foundational subjects like programming, databases, or software engineering. This practice aligns with the principle of interdisciplinary integration, as mandated by Ministry of Education Regulation Number 3 of 2020 on National Higher Education Standards, which promotes collaboration across fields to address real-world complexity.

The faculty also encourages collaborative research between lecturers and students across study programs. Examples include joint final project supervision where Informatics and Information Systems students work together on developing AI-based logistics management systems for rural areas—combining system modeling (Information Systems) and algorithm development (Informatics). Shared lab projects are also common, such as the collaboration between the Intelligent Systems Lab and the Information Systems Management Lab to develop a Smart Decision Support System for evaluating MSME performance using analytics dashboards and machine learning. Community service projects also integrate both study programs—for example, in the development of Village Potential Mapping Systems and Digital Training Management Systems, executed by cross-program teams of lecturers and students.

These initiatives are reinforced by academic policies aligned with Rector’s Regulation Number Twenty-Five of Two Thousand Twenty-Three, which emphasizes the importance of synergy between study programs to foster innovation and impactful contributions. Through this approach, the faculty not only optimizes its resources but also cultivates a collaborative and dynamic academic environment to support institutional excellence in the field of information technology.

The difference in the number of Semester Credit Units (SKS) between the Informatics and Information Systems study programs at the Faculty of Computer Science, UPN "Veteran" Jawa Timur, stems from the distinct characteristics of each academic field, graduate profiles, and curriculum structures. The Informatics program comprises one hundred fifty-two credits, while the Information Systems program contains one hundred fifty-one. This difference fully complies with the national regulation outlined in the Ministry of Education Regulation Number 3 of 2020 on the National Higher Education Standards, which mandates a minimum learning load of one hundred forty-four credits for undergraduate programs. Both programs thus exceed the required minimum and remain within the bounds of national policy.

In terms of academic content, Informatics emphasizes algorithm development, programming, artificial intelligence, and intelligent computing systems, requiring a more intensive distribution of fundamental and advanced courses. In contrast, Information Systems integrates information technology with organizational management, leading to a more balanced course load between technical and managerial aspects. The one-credit difference also reflects each program’s needs in activities such as internships, independent projects, community service, final thesis, and professional certification training.

Furthermore, this difference aligns with the university's internal policies, such as Rector’s Regulation Number Twenty-Five of Twenty Twenty-Three and Number Six of Twenty Twenty-Five, which grant authority to faculties and study programs to design curricula based on Outcome-Based Education (OBE) and graduate profile needs. These adjustments remain consistent with the Indonesian National Qualifications Framework (KKNI) level six and the standards of APTIKOM, and have been validated through national accreditation by LAM INFOKOM and international accreditation processes by ASIIN.

Therefore, the difference in total credits between Informatics and Information Systems is not a discrepancy, but rather an academic strategy that considers scientific characteristics, labor market demands, and the effectiveness of learning processes in achieving excellent and internationally competitive graduate profiles

The difference in the number of Semester Credit Units (SKS) between the Informatics and Information Systems study programs at the Faculty of Computer Science, UPN "Veteran" Jawa Timur, stems from the distinct characteristics of each academic field, graduate profiles, and curriculum structures. The Informatics program comprises one hundred fifty-two credits, while the Information Systems program contains one hundred fifty-one. This difference fully complies with the national regulation outlined in the Ministry of Education Regulation Number 3 of 2020 on the National Higher Education Standards, which mandates a minimum learning load of one hundred forty-four credits for undergraduate programs. Both programs thus exceed the required minimum and remain within the bounds of national policy.

In terms of academic content, Informatics emphasizes algorithm development, programming, artificial intelligence, and intelligent computing systems, requiring a more intensive distribution of fundamental and advanced courses. In contrast, Information Systems integrates information technology with organizational management, leading to a more balanced course load between technical and managerial aspects. The one-credit difference also reflects each program’s needs in activities such as internships, independent projects, community service, final thesis, and professional certification training

Furthermore, this difference aligns with the university's internal policies, such as Rector’s Regulation Number Twenty-Five of Twenty Twenty-Three and Number Six of Twenty Twenty-Five, which grant authority to faculties and study programs to design curricula based on Outcome-Based Education (OBE) and graduate profile needs. These adjustments remain consistent with the Indonesian National Qualifications Framework (KKNI) level six and the standards of APTIKOM, and have been validated through national accreditation by LAM INFOKOM and international accreditation processes by ASIIN.

Therefore, the difference in total credits between Informatics and Information Systems is not a discrepancy, but rather an academic strategy that considers scientific characteristics, labor market demands, and the effectiveness of learning processes in achieving excellent and internationally competitive graduate profiles

The Faculty has revised its curriculum by placing a focus on elective courses in semesters five and six in response to the national Merdeka Belajar – Kampus Merdeka (MBKM) policy, as stipulated in Ministry of Education Regulation Number Three of Two Thousand Twenty on National Higher Education Standards. This national directive is further reinforced by UPNVJT Rector’s Regulation Number Nine of Two Thousand Twenty on Academic Regulations, particularly Article Twenty-Six, which states that off-campus learning activities—including internships, independent study, student exchanges, and social projects—can be recognized and converted into academic credits. To participate in MBKM, students must have completed at least ninety credit units (SKS), typically achieved by the end of the fourth semester. Thus, semesters five and six are structurally allocated for elective courses, which may be substituted by MBKM activities.

This adjustment aims to provide academic flexibility, enabling students to engage in transdisciplinary and experiential learning through real-world practice. In implementation, the faculty and study programs have aligned the curriculum structure to ensure MBKM activities are academically equivalent to the electives they replace, including mechanisms for credit recognition and learning assessment. Although the initial document lacked detailed explanation of the rationale and process of the adjustments, these changes have been deliberated through academic forums and supported by Focus Group Discussions (FGDs) involving stakeholders such as alumni, industry partners, and professional associations.

Universities set specific requirements when prospective students register for certain study programs, such as a background in high school subjects that are relevant to the intended field of study. This is in accordance with the Regulation of the Minister of Education and Culture of the Three Hundred and Forty-Five Years Two Thousand and Twenty-Two, as well as the Chancellor's Regulation Number Four Hundred and Eighty-Five/UN63/PMB/2023 concerning Guidelines for Admission of New Students through the Independent Path. Through this policy, universities strive to reduce the dropout rate (Drop Out/DO). For example, the average DO rate in the first year of the Informatics Study Program for the 2017–2021 intake was three-point two one percent. One of the causes is that students who are accepted through the achievement pathway still take part in the national or independent selection in the same year. To overcome this, starting in 2024, the Ministry of Education and Culture has stipulated that participants who have passed the achievement pathway (SNBP) are not allowed to take the test pathway (SNBT) or independent selection, as stated on the official SNPMB page in the General Provisions section points five and six.

In addition, the faculty also organizes a structured academic orientation and guidance program, starting from the initial period of entry until the beginning of each semester. From the results of student lecture evaluations for more than four years, personal and social environmental factors were recorded at eleven point nine eight percent, and economic factors at eight point two nine percent as the dominant causes of DO

The Faculty plays a central role in overseeing and facilitating student mobility and external internships, both under the national Merdeka Belajar – Kampus Merdeka (MBKM) policy and internal institutional programs. In accordance with Ministry of Education Regulation Number Three of Two Thousand Twenty on National Higher Education Standards, and the MBKM guidelines issued by the Directorate General of Higher Education, off-campus academic activities such as student exchange, industrial internships, independent studies, humanitarian projects, and entrepreneurship initiatives are eligible for credit conversion. The faculty serves as the academic and administrative authority, responsible for validating student participation, assigning academic advisors, and determining course equivalence and credit recognition through standardized assessments.

At the university level, this is regulated through UPNVJT Rector’s Regulation Number Twenty-Five of Two Thousand Twenty-Three on Academic Management, which mandates active faculty involvement in building partnerships with industries and managing the validation of external learning activities. The faculty ensures the credibility and academic integrity of external experiences by requiring formal MoUs or MoAs, internship guidelines, and structured student reports and reflections supervised by field advisors. These activities are coordinated by the Faculty’s MBKM Unit and the Internship Coordinators in each study program, who regularly report progress and outcomes to the Dean’s Office for monitoring and evaluation. Through this structured system, the faculty guarantees that all student mobility and internship experiences remain integrated into the formal learning process and contribute meaningfully to the achievement of the Program Learning Outcomes (PLOs).