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Halaman Pengesahan
i
LIST OF ABBREVIATIONS
AA Ancangan Aplikasi, Applied Approach
AUN-QA ASEAN University Network-Quality Assurance
BAN PT National Accreditation Body for Tertiary School, Badan
Akreditasi Nasional Perguruan Tinggi
BEM Students Executive Body, Badan Eksekutif Mahasiswa
Bikun Bis Kuning, Yellow Bus
BKS
Badan Kerja Sama Dekan Fakultas Hukum Perguruan Tinggi
Negeri, Cooperation Body of Dean of Faculties of Law of Public
Universities
BPM Badan Permusyawaratan Mahasiswa, Student Senate
BPMA Badan Penjaminan Mutu Akademis, Academic Quality
Assurance Body of Universitas Indonesia
BPTRI Balai Perguruan Tinggi Republik Indonesia, Republic of
Indonesia House of Higher Education
Dikti Direktorat Pendidikan Tinggi, Directorate of Higher Education
EDOM Evaluasi Dosen oleh Mahasiswa, Evaluation of Lecturers by
Students
ELO Expected Learning Outcomes
EVISEM Evaluasi Semester, Semesterly Evaluation
EVITAH Evaluasi Tahunan, Annual Evaluation
FoL Faculty of Law, Universitas Indonesia
GBRP Garis Besar Rancangan Pengajaran, Detail Course Outlines
GPA Grade Point Average
ILUNI Ikatan Alumni Universitas Indonesia, UI Alumni Association
ISO International Standard Organization
IUP International Undergraduate Program
K3L Keselamatan, Kesehatan Kerja dan Lingkungan, Environment,
Health and Safety Standard
KKNI Kerangka Kualifikasi Nasional Indonesia, Indonesia National
Qualification Framework
LONTAR Library Automation and Digital Archive
Menristek
Kementerian Riset Teknologi dan Pendidikan Tinggi Republik
Indonesia, Ministry of Research Technology and Higher
Education of the Republic of Indonesia
ii
MKP Mata Kuliah Peminatan, Program Mandatory Courses
MKPLKH Mata Kuliah Pendidikan dan Latihan Kemahiran Hukum,
Training and Practicing Legal Skill Course
MKWRSH Mata Kuliah Wajib Rumpun Sosial Humaniora, Social
Humanities Mandatory Courses
MKWU Mata Kuliah Wajib Universitas, University Mandatory Course
NGO Non-Governmental Organizations
NIDK Nomor Induk Dosen Khusus, Special Lecturer Identification
Number
NIDN Nomor Induk Dosen Nasional, National Lecturer Identification
Number
OSVIR Opleidingsschool voor Inlandsche Rechtskundige, Training
School for Indigenous Legal Officers
Pekerti Program Peningkatan Keterampilan Dasar Teknik Instruksional,
Improving Basic Instructional Skill Program
PPKB Program Pemerataan Kesempatan Belajar, Equal Study
Opportunity Program
RHS Rechtshoogeschool, Law School
SAP Satuan Acara Pengajaran, Courses Syllabi
SAR Self-Assessment Report
SBMPTN Seleksi Bersama Masuk Perguruan Tinggi Negeri, Joint Entrance
Test for State University
SH Sarjana Hukum, Bachelor of Law
SIAK-NG Sistem Informasi Akademik-New Generation, Academic
Information System New Generation
SIMAK-UI Seleksi Masuk Universitas Indonesia, UI Entrance Selection
SIPEG Sistem Informasi Kepegawaian, Employee Information System
SNMPTN Seleksi Nasional Masuk Perguruan Tinggi Negeri, National
Entrance Selection for State University
Spekun Sepeda Kuning, Yellow Cycle
UNESCO United Nations Educational, Scientific and Cultural Organization
UI Universitas Indonesia
iii
LIST OF TABLES AND FIGURES
Figure A1. Preparation Process of AUN-QA SAR of FoL-UI 3
Figure 1.1. Indonesian National Qualification Framework (KKNI) 8
Figure 1.2.1. Course Alignment 10
Figure 1.2.2. Distribution of Specialization Courses 10
Figure 1.3. Roadmap of Competence Development 12
Figure 3.1.1. Chunk of Competences 15
Figure 3.1.2. Relation between Competences and Curriculum 16
Figure 3.1.3. Relation between Competences and ELOs 16
Figure 3.2. Courses Types 17
Figure 4.1. Alignment of Education Philosophy 19
Figure 4.2. Relation of Teaching and Learning Activities and ELOs 20
Figure 5.1. Relation of Technology and People Engagement to ELOs 21
Figure 5.2.1. Grading System 22
Figure 5.2.2. Grading Components 22
Figure 5.4. Lecturers Evaluation by Students 23
Table 6.1.1. Academic Ranks 25
Table 6.1.2. Lecturers Certification 25
Table 6.2.1. Staff to Student Ratio 26
Table 6.2.2. Three Virtues Based on Employment Schemes (per Semester) 26
Table 6.4.1. Lecturers' Academic Background 28
Table 6.4.2. Average Score of Lecturers’ Evaluation by Students (Scale of 1-6) 28
Table 6.7. Number of Researches 30
Table 7.3. Support Staffs Academic Background 31
Figure 8.1. Student Admission Website 33
Figure 8.3.1. Study Plan 34
Figure 8.3.2. Study Record 35
Figure 8.4. Student-Academic Counsel Correspondence 36
Table 10.3. Criteria to Evaluate Assessment 42
Table 11.1. Student Pass and Drop-out Rates 43
Table 11.2. Summary of Graduation Time 44
Figure 11.3.1. Employment Time 44
Figure 11.3.2. Lines of Employment 45
v
TABLE OF CONTENTS
LIST OF ABBREVIATIONS i
LIST OF TABLES AND FIGURES iii
PART 1: INTRODUCTION 1
1. Summary of the Self-Assessment 1
2. Organization of the Self-Assessment Report 2
3. Institutional Profile 3
PART 2: AUN-QA CRITERIA 7
Criterion 1: Expected Learning Outcomes 7
1.1. The expected learning outcomes have been clearly formulated and
aligned with the vision and mission of the university 7
1.2. The expected learning outcomes cover both subject specific and
generic learning outcomes 9
1.3 The expected learning outcomes clearly reflect the requirements of
the stakeholders 11
Criterion 2: Program Specification 12
2.1. The information in the program specification is comprehensive and
up-to-date 12
2.2. The information in the course specification and up-to-date 13
2.3. The program and course specification are communicated and made
available to the stakeholders 13
Criterion 3: Program Structure and Content 14
3.1. The curriculum is designed based on constructive alignment with the
expected learning outcomes 14
3.2. The contribution made by each course to achieve the expected
learning outcomes is clear 17
3.3. The curriculum is logically structured, sequenced, integrated and up-
to-date 17
Criterion 4: Teaching and Learning Strategy 18
4.1. The education philosophy is well articulated and communicated to
all stakeholders 18
vi
4.2. Teaching and learning activities are constructively aligned to the
achievement of the expected learning outcomes 19
4.3. Teaching and learning activities enhance life-long learning 20
Criterion 5: Student Assessment 21
5.1. The student assessment is constructively aligned to the achievement
of the expected learning outcomes 21
5.2. The student assessment including timelines, methods, regulations,
weight distribution, rubrics and grading are explicit and
communicated to students 21
5.3. Methods including assessment rubrics and marking schemes are
used to ensure validity, reliability and fairness of student
assessment 23
5.4. Feedback of student assessment is timely and helps to improve
learning 23
5.5. Students have ready access to appeal procedure 24
Criterion 6: Academic Staff Quality 24
6.1. Academic staff planning is carried out to fulfill the needs for
education, research, and service 24
6.2. Staff-to-student ratio and workload are measured and monitored to
improve the quality of education, research and service 26
6.3. Recruitment and selection criteria including ethics and academic
freedom for appointment, deployment and promotion are
determined and communicated 27
6.4. Competences of academic staff are identified and evaluated 27
6.5. Training and developmental needs of academic staff are identified
and activities are implemented to fulfill them 29
6.6. Performance management including rewards and recognition is
implemented to motivate and support education, research and
service 29
6.7. The types and quantity of research activities by academic staff are
established, monitored and benchmarked for improvement 30
Criterion 7 Support Staff Quality 30
7.1. Support staff planning is carried out to fulfill the needs for
education, research, and service 30
7.2. Recruitment and selection criteria for appointment, deployment,
and promotion are determined and communicated 31
7.3. Competencies of support staff are identified and evaluated 31
7.4. Training and developmental needs of support staff are identified,
and activities are implemented to fulfill them 31
7.5. Performance management including rewards and recognition is
implemented to motivate and support education, research, and
service 32
Criterion 8: Student Quality and Support 32
8.1. The student intake policy and admission criteria are defined,
communicated, published, and up-to-date 32
vii
8.2. The methods and criteria for the selection of students are
determined and evaluated 33
8.3. There is an adequate monitoring system for student progress,
academic performance, and workload 34
8.4. Academic advice, co-curricular activities, student competition, and
other student support services are available to improve learning
and employability 35
8.5. The physical, social and psychological environment is conducive
for education and research as well as personal well-being 36
Criterion 9 Facilities and Infrastructure 36
9.1. The teaching and learning facilities and equipment are adequate
and updated to support education and research 36
9.2. The library and its resources are adequate and updated to support
education and research 37
9.3. The laboratories and equipment are adequate and updated to
support education and research 38
9.4. The IT facilities including e-learning infrastructure are adequate
and updated to support education and research 38
9.5. The standards for environment, health and safety; and access for
people with special needs are defined and implemented 40
Criterion 10: Quality Enhancement 40
10.1. Stakeholders’ needs and feedback as input to curriculum design
and development 40
10.2. The establishment, evaluation, and enhancement of curriculum
design and development process 41
10.3. The teaching and learning processes and student assessment are
continuously reviewed and evaluated to ensure their relevance and
alignment 41
10.4. Research output is used to enhance teaching and learning 42
10.5. Quality of support services and facilities is subjected to evaluation
and enhancement 42
10.6. The stakeholder’s feedback mechanisms are systematic and
subjected to evaluation and enhancement 42
Criterion 11: Output 43
11.1. The pass and dropout rates are established, monitored and
benchmarked for improvement 43
11.2. The average time to graduate is established, monitored and
benchmarked for improvement 43
11.3. Employability of graduates is established, monitored and
benchmarked for improvement 44
11.4. The types and quantity of research activities by students are
established, monitored and benchmarked for improvement 45
11.5. The satisfaction levels of stakeholders are established, monitored
and benchmarked for improvement 46
PART 3: STRENGTHS AND WEAKNESSES ANALYSIS 46
1. Summary of Strengths, Weaknesses Analysis, and
Improvement Plan 46
2. Checklist for AUN Quality Assessment at Program Level 48
PART 4: APPENDICES 53
viii
Bachelor of Law Program
UNIVERSITAS INDONESIA 1
PART 1: INTRODUCTION
1. Summary of the Self-Assessment
The Faculty of Law, Universitas Indonesia (FoL) is committed to continuous
improvement. The submission of this Self-Assessment Report (SAR) to ASEAN
University Network-Quality Assurance (AUN-QA) is part of the FoL’s attempt to
enhance quality in education by means of receiving independent and impartial feedbacks
for its self-evaluation. The Dean has appointed a team consisting of academic and support
staff to prepare, draft, and circulate the SAR on Bachelor of Law Program (the Program)
to stakeholders prior to site assessment by AUN-QA assessors.
The SAR consists of four parts. Part 1 provides summary and overview of the SAR. Part
2 elaborates the eleven criteria of AUN-QA with regards to FoL. Part 3 analyzes FoL’s
strength and weakness. Finally, part 4 contains appendixes and supporting documents
used for preparing the previous parts.
The following is general information of the FoL and the Program:
Name of Institution Universitas Indonesia
Name of Faculty Law
Name of Study Program Legal Science/Law
Degree Awarded Bachelor of Law (SH, Sarjana Hukum)
Year of the Program Introduced 1924
Entry Requirement High School Diploma
Mode of Study Full-time
Duration of Study 4 (four) years/8 (eight) semesters
Curriculum of the Course 2013 Curriculum
National Accreditation Status 2017 (Accredited: Grade A), BAN-PT
[382/400]
Graduate Profile
Bachelor of law/graduate capable of
analyzing various legal issues by applying
legal ideas, procedure, method, and
concepts based on ethics
Criterion 1 discusses the Program’s expected learning outcomes (ELOs). There are 17
(seventeen) ELOs derived from the mission and vision of UI and FoL. The ELOs are also
aligned with level 6 of Indonesia National Qualification Framework (Kerangka
Kualifikasi Nasional Indonesia, KKNI). Criteria 2 to 5 provide information about the
Program. The FoL review and revise the Program every 3-5 years to keep up with rapid
Self-Assessment Report
FACULTY OF LAW 2
change in the development of law and stakeholders’ needs. Criteria 6 and 7 describe
academic and support staffs involved in teaching and learning in the program. Criteria 8
and 9 discuss inputs required to assure teaching and learning process. Criterion 10
evaluates quality enhancement and feedback from stakeholders. The results from the
whole learning and teaching process can be seen in Criterion 11, which cover the outputs
provided by students and academic staff, and are in line with stakeholders’ satisfaction.
2. Organization of the Self-Assessment Report
In 31 July 2018, the Dean, Prof. Melda Kamil Ariadno formed the SAR Team consists
of:
1. Prof. Harkristuti Harkrisnowo, PhD
Team Leader/Chairperson of UI Board of Professors
2. Yu Un Oppusunggu, PhD
Vice Team Leader/Head of Special Unit for Increasing Citation-Soediman
Kartohadiprodjo Legal Document and Reference Center
3. Dr. Surastini Fitriasih
Member/Chairperson of FoL Senate
4. Dr. Yetty Komalasari Dewi
Member/Head of QA Unit
5. Mr. Wahyu Andrianto
Member/Education Manager
6. Arie Afriansyah, Ph.D
Member/Head of Special Unit for Internationalization
7. Heru Susetyo Ph.D
Member/Research and Publication Manager
8. Dr. Lidwina Nurtjahyo
Member/Community Service Manager
9. Dr. Sonyendah Retnaningsih
Member/Head of Special Unit for Lecturer Preferment
10. Mr. Ari Wahyudi
Member/Student Affairs Manager
11. Ms. Marliesa Qadariani
Member/Human Resources Manager
12. Mr. Ghunarsa Sujatnika
Member/Staff of Student Affairs
13. Mr. Choky Ramadhan
Member/Staff of Special Unit for Strengthening Alumni Relation
14. Ms. Ryan Mutiara
Member/Staff of QA Unit
15. Mrs. Sumarni
Member/Staff of QA Unit
Bachelor of Law Program
UNIVERSITAS INDONESIA 3
Figure 1 shows the process of preparing AUN-QA SAR. The SAR Team collected data,
performed brainstorming, gathered evidences, and bridged gaps the preparation of the
SAR. The SAR draft then was submitted to the UI Academic Quality Assurance Board
(BPMA) for internal review. The draft was also limitedly circulated to stakeholders –
staffs, students, alumni, employers, and Government officials – to generate as many
feedbacks as possible for quality enhancement in the future. Based on the review and
feedbacks, the SAR Team revised, improved, and resubmitted to BPMA for final check.
Finally, on behalf of the FoL, BPMA submitted the SAR to AUN-QA for desk and site
assessments.
Evidence prepared for the SAR are obtained from various sources. Legal documents are
from the Government of Indonesia, including the Ministry of Research and Higher
Education (Menristek), the Board of Trustees of UI, the Rector, the Dean and the Senate
of the FoL. The SAR Team reviewed and revised to accommodate recent development
and achievement as well as constraints. The FoL submission to the National
Accreditation Body for Higher Education (Badan Akreditasi Nasional Perguruan Tinggi,
BAN PT) in January 2017 also helped the preparation of the SAR.
Figure A1. Preparation Process of AUN-QA SAR of FoL-UI
3. Institutional Profile
The establishment of institute of higher education for medicine by the colonial
Government of Dutch East Indies in 1849 laid down the foundation of Universitas
Indonesia (UI). Six decades later the same Government opened the Training School for
Indigenous Legal Officers (Opleidingsschool voor Inlandsche Rechtskundige, OSVIR)
in Batavia (now Jakarta). OSVIR was renamed High School of Law (Rechtsschool) in
1922. Two years later the Government upgraded the teaching of law to university level
by establishing the Law School (Rechtshoogeschool, RHS). During the Pacific War, the
Japanese Occupation Government closed all institutions of higher education.
Self-Assessment Report
FACULTY OF LAW 4
On 19 August 1945, two days after the Independence, the Indonesian Government
opened the College Hall of the Republic of Indonesia (Balai Perguruan Tinggi Republik
Indonesia, BPTRI) consisting among others of the Faculty of Law and Social Sciences
(Fakultet Hukum dan Pengetahuan Masyarakat). A year later it was renamed the Faculty
of Law and Letters (Fakultet Hukum dan Sastra). On 21 January 1946, the returning
Dutch Government transformed the RHS into the Faculty of Law and Social Sciences
(Faculteit der Rechtsgeleerdheid en Sociale Wetenschappen) of the newly established
Emergency University (Nood-University). The following year the university was
christened Universiteit van Indonesië. On 2 February 1950, the BPTRI merged with the
Universiteit van Indonesië and became UI, the largest public university in the country.
Later on, the Faculty of Law and Letter of BPTRI and the Faculty of Law and Social
Sciences of the Universiteit van Indonesië formed the Faculty of Law and Social Sciences
(Fakultet Hukum dan Pengetahuan Masyarakat) of UI. In 1959, a slight change of name
was made, but the English translation remains the Faculty of Law and Social Sciences
(Fakultas Hukum dan Ilmu Pengetahuan Masyarakat). A decade later, a spin-off was
made to separate the teaching and learning of social sciences from law. The former was
administered by the newly founded Faculty of Social Sciences (Fakultas Ilmu
Pengetahuan Masyarakat), and the latter became the FoL.
The Rector selects and appoints the Dean of the FoL. In running the FoL, the Dean is
assisted by the Vice Dean for Academic Affairs and the Vice Dean for Non-academic
Affairs. The current management structure is shown in Appendix A1. Currently the FoL
have 128 (one hundred and twenty-eight) full-time faculty members, including 22
(twenty-two) professors and 55 (fifty-five) doctors. Additionally, there are 39 (thirty-
nine) part-time faculty members, 11 (eleven) of them hold doctorate degree.
As the oldest faculty of law in Indonesia, the FoL have taken the lead in developing legal
science. Its curricula and teaching methods have become reference for other faculties of
law. It played a leading role in the Consortium of Legal Science established by the then
Directorate General of Higher Education of the Department of Education and Culture of
the Republic of Indonesia. Before the turning of the millennium, the Government closed
the Consortium. Yet its function has been continued by the Cooperation Body of Deans
of Faculties of Law of Public Universities (Badan Kerja Sama Dekan Fakultas Hukum
Perguruan Tinggi Negeri, BKS), which was initiated, among others, by the FoL.
In recent years, the FoL maintain its prominence in the country. Some of the academic
staff were the initiators for the establishments of various law associations in the country
and overseas. It has strong and extensive network in Indonesia and overseas. The FoL
were one of the founding members of the Asian Law Institute, a network of leading
faculties of law in Asia-Pacific region. In addition, the FoL are also a member of the
International Association of Law Schools and chair for Legal Education in ASEAN LAW
Association (ALA). The FoL have also built up academic cooperation with large numbers
of Law Faculties, Law Schools and research centers around the world.
Bachelor of Law Program
UNIVERSITAS INDONESIA 5
On individual capacity, professors and lecturers have become members of various
professional academic associations or networks such as International Academy of
Comparative Law, Development of International Law in Asia (DILA) Foundation, Asian
Society of International Law, South East Asia Human Rights Network (SEAHRN),
Human Rights Research Centre for ASEAN (HRRCA), and World Society of
Victimology. Its alumni and academic staff have been assigned to various senior and
strategic posts in the Government and the judiciary [Appendix A2]. These assignments
are pivotal to developing the teaching and learning of law as well as enhancing the quality
of education.
Academic staff are grouped into divisions (bidang studi). There are eight divisions, i.e.
(1) foundational legal science, (2) civil law, (3) criminal law, (4) procedural law, (5)
constitutional law, (6) administrative law, (7) international law, and (8) law, society and
development. All divisions have three representatives in the Faculty Senate. The Senate
is mainly responsible for determining academic policy in the FoL. The Board of
Professors, whose members are all professors, is responsible for fostering academic life,
moral integrity and academic ethics.
The FoL have two campuses. The Salemba campus in Central Jakarta is mainly used for
graduate programs. Conveniently located in the forepart of UI main campus, the Depok
campus, operated since 1987, is where the Program is taking place.
The FoL administer undergraduate and graduate programs. The former, which is the
Program, consists of three subprograms: regular, parallel, and international
undergraduate class. The latter consists of two master programs –master of laws and
notary– and doctoral program.
As of September 2018, the number of enrolled students is 3225 students, consisting of
1783 undergraduate, 1359 master, and 83 for doctoral programs. The Program is
delivered in Indonesian language for regular and parallel subprograms, and English
language for International Undergraduate Program (IUP). Courses for the regular and
IUP subprograms are mostly taught between 8.00 am to 1.00 pm; whereas courses the
parallel subprogram start between 2.00 to 9.00 pm.
The FoL operate within the guidelines and values determined by UI. Its Statute stipulates
UI vision as “to be a competitive center of excellence for knowledge, technology, and
culture, through the effort to educate and increase the prosperity of the people, and to
contribute to the development of the people of Indonesia and the world.” This vision has
further been actualized to relate to Rector’s five-year term, and Dean’s four-year term as
follows:
Self-Assessment Report
FACULTY OF LAW 6
UI Vision (2015-2020) FoL Vision (2017-2021)
Establishing UI as an independent and
prominent university capable of
resolving problems and challenges
nationally and globally, as one of the
leading universities in South East
Asia.
Becoming a leading and competitive
center of legal science in South East
Asia
Similar alignment is made for UI and the FoL’s mission.
UI Mission (2015-2020) FoL Mission (2017-2021)
To provide quality higher education
easily accessible to everyone;
Educate the life of the nation in the
field of law;
Conduct the Tri Dharma (education,
research and community service) that
is capable to meet the national and
global challenges;
Administer high-quality legal
education;
Create highly intellectual graduates
with good virtues that can compete
globally;
Developing legal science through
research;
Creating a nurturing academic climate
that will support the realization of the
university’s vision.
Creating academic atmosphere that
supports the attainment of the FoL’s
vision;
The objectives of the Program are to educate bachelors of law who:
1. Become persons of probity;
2. Master basic legal science and skills to identify, understand, explain and resolve
legal problems using appropriate method;
3. Able to apply legal science and skills for productive activities and community
service with appropriate behavior and attitude;
4. Able to act and behave properly in their professions and society; and
5. Able to keep up with the development of science, technology and/or arts relevant
to their expertise.
Bachelor of Law Program
UNIVERSITAS INDONESIA 7
PART 2: AUN-QA CRITERIA
Criterion 1: Expected Learning Outcomes
1.1. The expected learning outcomes have been clearly formulated and aligned
with the vision and mission of the university
The FoL anchor its vision and mission to that of UI’s. It determines to become a leading
and competitive center of legal science in South East Asia. Based on this vision, the FoL
undertake a mission to:
1. Educate the life of the nation in the field of law;
2. Administer high-quality legal education;
3. Develop legal science through research; and
4. Create academic atmosphere supporting the attainment of the vision.
The FoL administer study programs at undergraduate and graduate levels. The objectives
of the Program are to educate Bachelors of Law who are:
1. Become persons of probity;
2. Master basic legal science and skills to identify, understand, explain and resolve
legal problems using appropriate method;
3. Able to apply legal science and skills for productive activities and community
service with apropriate behavior and attitude;
4. Able to act and behave properly in their professions and society; and
5. Able to keep up with the development of science, technology and/or arts relevant
to their expertise.
Based on the above objectives, the FoL have specified graduate profile of the Program,
i.e. Bachelors of Law who are able to analyze various legal problems by applying ideas,
procedure, method, and concepts of law based on legal professional ethics. The profile
is congruent with UI and FoL’s emphasis on research-based education for developing
science, arts, and culture that will contribute to the Indonesian society and the world.
The graduate profile is to be achieved through ELOs. When drawing ELOs, in addition
to UI’s and its vision and mission, the FoL took into consideration national legislation
on curriculum for higher education [Appendix 1.1.]. The process to determine ELOs are
as follows. The Dean appoints academic staff whose names are proposed by all divisions
as curriculum review team. The team must assess and review existing curriculum by
involving stakeholders and taking into consideration demand from workforce. Based on
their findings, the team submit a report and curriculum proposal to the Dean. The latter
further submit the proposal to the Faculty Senate for comments and endorsement. Based
Self-Assessment Report
FACULTY OF LAW 8
on the Senate approval, the Dean subsequently submit the curriculum proposal to the
Rector. Approval from the Rector is given in the form of Rectorial Decree on Curriculum.
Since the 2013/2014 Academic Year, the Program has implemented the 2013
Competence-Based Curriculum. The five competences it covers are (1) character-
building, (2) mastery of science, technology, arts, and/or sports, (3) ability in and skills
for work, (4) acting and behaving at work displaying acquired expertise in knowledge
and skills, and (5) comprehension of social norms in his/her chosen profession.
The curriculum also accommodates the standard sets by the Indonesian National
Qualification Framework (KKNI) on bachelor program, i.e. Level 6. It requires graduates
to apply their knowledge and make use of science and technology and/or arts to solve
problems and adapt to challenges; master theoretical concepts of certain knowledge and
formulate steps for problem solving; able to make decision based on data and
information, and provide alternatives solutions; and take responsibility of their own
works and trustworthy teamwork.
Figure 1.1. Indonesian National Qualification Framework (KKNI)
Bachelor of Law Program
UNIVERSITAS INDONESIA 9
Consequently, the Program has the following ELOs:
1. Able to formulate basic concepts of Indonesian people and society;
2. Possess critical, creative, and innovative thinking, and acquire intellectual
curiosity to solve problems at individual and societal level;
3. Able to explain ideas, concepts and relations involving State, sovereignty, and
society;
4. Able to utilize communication information technology;
5. Able to elaborate terms, definitions, facts, ideas, and basic principles, legal
system, legal pluralism and functions of law:
6. Able to conduct research in legal science;
7. Able to explain understanding in all fields of legal science (private and public):
8. Proficient in Indonesian and English both orally and in writing for academic and
non-academic activities;
9. Able to analyze the structure of legal science using positive law (material and
formal law);
10. Able to provide alternative solutions for various problems arising in community,
society, nation, and state;
11. Able to analyze special fields of law, interdisciplinary and its development;
12. Able to analyze legal problems using the approach of private, criminal, economic,
administrative, constitutional, international, Islamic law, or law and society, and
other field of legal science;
13. Able to determine settlement of legal disputes by applying scientific principles
and legal skills;
14. Able to identify various entrepreneurial endeavor characterized by innovation and
independence based on ethics;
15. Able to correlate science and acquired skills with productive activities and
community service;
16. Able to choose proper act and attitude based on norms and ethics in legal
profession in work as well as society; and
17. Able to correlate legal science with the development of science, technology,
society and/or culture.
1.2. The expected learning outcomes cover both subject specific and
generic learning outcomes
Courses are to equip students to achieve the ELOs. In line with the Government and UI
regulations, higher education institutions must produce students with general and specific
learning outcomes. On the one hand, some courses contribute to higher number of ELOs-
forming than others. On the other hand, some ELOs will have been attained sooner than
others.
Self-Assessment Report
FACULTY OF LAW 10
Figure 1.2.1. Course Alignment
The 2013 Competence-Based Curriculum offers 127 courses divided into university,
faculty, and specialized mandatory subjects [Appendix 1.2.]. Students must choose one
of the 13 specializations or 1 sub-specialization to graduate.
Figure 1.2.2. Distribution of Specialization Courses
Bachelor of Law Program
UNIVERSITAS INDONESIA 11
1.3 The expected learning outcomes clearly reflect the requirements
of the stakeholders
Generally, the public perceives that the Program will produce officers of the law. Given
the recruitment policy of the Supreme Court and the Attorney General Office, graduates
of the Program cannot immediately become judges or public defenders. However,
depending on the opening, having bachelor of law degrees will enable them to apply to
Judges’ Training Center and Prosecutor’s Training Center administered respectively by
the Supreme Court and the Attorney General Office. Holding law degree also opens the
opportunity to become lawyer. Should graduates choose this profession, they must enroll
in certified-training administered by the Indonesian Advocate Association, and pass bar
exam. Many of the FoL graduates become civil servants. Most of them become staff at
legal bureau of Government ministries, state institutions, or private companies. A small
number of the graduates join the academia, or become teachers. Some engage as activists
at Non-Governmental Organizations (NGOs). Those who would like to become public
notary must first continue to master of notary program. Small numbers of them pursue
other professions.
The FoL have monitored these lines of employment, and have been involving
representatives of the above professions in curriculum review as stakeholders of the
Program. [Appendix 1.3.]. There are seven major categories of law graduate career over
the last few years. Majority of them, 25.6%, work as a lawyer at law firm in Indonesia,
and 25.2% work at private company. As many as 16.8% work at a public institution such
as ministry or state institution, 10.8% at state-owned company, and 8% at law
enforcement agencies and judiciary. Furthermore, 3.6% of law graduates work at higher
education and 2% of them work at Non-Government Organization (NGO).
The lines of employment require graduates to combine their theoritical and practical
knowledge and understanding the social environment as well as challenges. The 17 ELOs
have anticipated the workforce requirement so that graduates should able to excel.
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FACULTY OF LAW 12
Figure 1.3. Roadmap of Competence Development
Criterion 2: Program Specification
2.1. The information in the program specification is comprehensive and up-to-date
Information in program specification consists of (1) vision and mission; (2) institutional
profile, (3) management structure; (4) graduate profile, (5) curriculum, (6) ELOs, (7)
teaching and learning method, (8) available sub-programs, (9) student evaluation, (10)
student support, (11) facilities and infrastructure, (12) course descriptions, (13) academic
staff, (14) student organizations, (15) alumni association, (16) academic journals, and
(17) code of conduct.
Bachelor of Law Program
UNIVERSITAS INDONESIA 13
Using various media, the FoL furnish this information as comprehensive as possible to
all stakeholders. It publishes Academic Guide Book (Buku Pedoman Akademik) annually
that contains all the information above [Appendix 2.1.]. Although the book is
disseminated to first year students prior to the start of academic year, the public may
obtain a free copy. Most of the information is also available in the FoL’s website. Like
the book, information is available in Indonesian and English language. The FoL’s Public
Relations maintains the website to update information based on inputs from the
Academic Bureau annually two months prior to the start of academic calendar.
Adapting to current preference on audio-visual, the FoL have produced video profile in
Indonesian and English. Additionally, the Public Relations maintains a YouTube
channel: Fakultas Hukum Universitas Indonesia. Private initiatives, mostly by students,
also feed the public and stakeholders with general information, tips and trick in passing
the entrance test, studying and students’ life.
2.2. The information in the course specification and up-to-date
To ensure that the information in the Academic Guide Book is up-to-date, the FoL revise
and publish it annually. In addition to the Guide Book, SIAK-NG, UI-administered
academic information system, furnishes further information about (18) course schedules,
and (19) classrooms. Once enrolled in a course, students will have more information
about (20) its syllabus, (21) media used during lecture, (22) course activity, (23) reading
lists, and (24) weight distribution of every grade component. [Appendix 2.2.]
Academic staff are responsible for uploading this information at SIAK-NG before
semester starts. Necessary changes can be made any time during the semester. In the first
week of the semester, lecturer will explain and/or (25) add more information on the
course. Academic staff are free to revise and/or adjust course content and reading lists.
They will consider latest development and feedbacks from stakeholders for revising and
adjusting courses before the class starts. In addition to SIAK-NG, courses syllabi are
publicly available at SAP (Satuan Acara Pengajaran Universitas Indonesia).
2.3. The program and course specification are communicated and made available
to the stakeholders
The FoL disseminate information on the Program through printed media. In addition to
(1) Academic Guide Book, the FoL also produce (2) brochures [Appendix 2.3.1.] A 24-
hour (3) website is available to provide stakeholders with information about the Program.
The FoL have actively participated in (4) UI Open Days to introduce the Program to high
school students. Since 2014, the FoL have been outreaching to prospective students
through (5) a series of roadshow to high schools in various cities and through radio
stations [Appendix 2.3.2.]. The FoL have also welcomed (6) senior high school students
from various cities to its Depok campus [Appendix 2.3.3.]. Respected (7) national press
has greatly helped to communicate the Program. Tempo Magazine conducted a national
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FACULTY OF LAW 14
survey on favorite programs in the country. For law programs, the FoL have consistently
been one of the most favorite study programs in Indonesia. The Program remains one of
the most favorites in the 2018 Joint Entrance Test for State University (SBMPTN).
Criterion 3: Program Structure and Content
3.1. The curriculum is designed based on constructive alignment with the expected
learning outcomes
Regulation of the Rector of Universitas Indonesia No. 2198 of Year 2013 and Regulation
of the Rector of Universitas Indonesia No. 14 of Year 2016 require curriculum review
every three to five year. The review must consider sectoral demands, current
development, and inputs from stakeholders.
In 2011, the Dean formed the Competence-based Curriculum Review Team [Appendix
3.1.1.]. The team was to review the 2002 Curriculum, and to ensure that the result would
be compatible with Decision of the Minister of National Education on Core Curriculum
for Higher Education No. 045/U/2002 [Appendix 3.1.2.]. The Ministerial Decision
stipulates that curriculum for the Program must consist of the so-called core curriculum
(kurikulum inti), and institutional curriculum (kurikulum institusional). The former was
across-the-board for all law study programs in Indonesia. For the latter, a study program
might develop specialties based on the academic strength of its university. The core
curriculum was to form students’ main competence, while the institutional curriculum
was to equip them with supporting and other competences. Main competence courses
could take up 40-80% of the curriculum. A chunk of 20-40% of the curriculum was to
deliver the supporting competence. Other relevant competence varied from 0-30% of the
curriculum.
The team conducted survey and organized focus group discussions as part of the review
[Appendix 3.1.3.]. Based on the Ministerial Decision, the visions and missions of
Universitas Indonesia and of the FoL, and stakeholders’ feedbacks, the team prepared a
proposal for revising curriculum [Appendix 3.1.4.]. The list was used to draft courses for
the Program, and their sequence. The team then submitted a curriculum draft and the
competences to the Dean, who then forwarded it to the Faculty Senate [Appendix 3.1.5.].
The current curriculum was the result of Rectorial Decision No. 1441C of Year 2012 on
Competence-Based Curriculum of Legal Science Study Program for Undergraduate in
the Faculty of Law Universitas Indonesia [Appendix 3.1.6.]. The Program has decided
to implement Competence-Based Curriculum to align itself with UI’s mission.
Competences of the 2013 Curriculum can be broken down into the following:
Bachelor of Law Program
UNIVERSITAS INDONESIA 15
Figure 3.1.1. Chunk of Competences
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FACULTY OF LAW 16
Figure 3.1.2. Relation between Competences and Curriculum
Starting 2016, the curriculum has been slightly adjusted due to the introduction of
Curriculum of Higher Education (Kurikulum Perguruan Tinggi) by the Government. The
change was limited to replacing the term “competence” (kompetensi) of the Competence-
Based Curriculum with “learning outcomes” (capaian pembelajaran).
Figure 3.1.3. Relation between Competences and ELOs
Bachelor of Law Program
UNIVERSITAS INDONESIA 17
3.2. The contribution made by each course to achieve the expected learning
outcomes is clear
The 2013 Curriculum consists of 127 courses. These courses are categorized as:
Figure 3.2. Courses Types
Each course contributes to the formation of ELOs [Exhibit 3.2.1.]. Every course has
detailed course outline (garis-garis besar rancangan pengajaran, GBRP), which provide
information pertaining to its (1) contribution to ELOs formation, (2) subject name, (3)
course code, (4) available semester, (5) number of credit, (6) teaching and learning
method(s), (7) course interconnection (if any), (8) name(s) of professor/lecturer, and (9)
course description [Exhibit 3.2.2.]. The detailed course outline is the manual or guide for
lecturers. Students will receive most of the information of each course through SIAK-
NG and lecturer’s explanation during the first week of semester. Student assignment may
elaborate how it contributes to ELOs formation [Appendix 3.2.].
3.3. The curriculum is logically structured, sequenced, integrated and up-to-date
Most courses are available either on odd semester (semester gasal), starting from late
August or the first week of September to December, or even semester (semester genap),
starting from the first week of February to the second week of June [Appendix 3.3.1.].
As required by Rectorial Decision No. 1441C of Year 2012, University Mandatory,
Program Mandatory, Specialization, and Elective Courses must have interlinkage. Some
courses, especially those for first year students, do not have prerequisite. Most courses
however are foundational for others, and therefore curriculum-wise they are prerequisite
for the latter [Appendix 3.3.2.].
Out of the 127 courses, students must at least take 144 (one hundred and forty-four)
credits, consisting of 21 of University Mandatory Courses, 104 of Program Mandatory
Courses, and 19 of Specialized Mandatory Courses and electives. Students must choose
one of the available 13 specializations and 1 sub-specialization. From the first semester,
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FACULTY OF LAW 18
the Program assigns one academic staff as academic counsel (pembimbing akademik) to
a group of approximately 10-student to guide them during their studies. Students may
make individual appointment to discuss their academic plan to the counsel.
Regulation of the Minister of Research, Technology, and Higher Education No. 44 of
Year 2015 on National Standard for Higher Education stipulates that the maximum
length of study is 7 (seven) years. Taking that into account, the Program has designed
the curriculum to be completed by students within 4 (four) years, or 8 (eight) semesters.
Some students have managed to complete their studies in 3.5 (three and a half) year,
which was possible either because they took the so-called short semester (semester
pendek), administered between academic years (June-August), or their specialization has
course schedule that enabled them to take mandatory courses earlier than other
specializations.
There are minor and major curriculum update. Minor update is conducted annually.
Every year, the Vice Rector for Academic Affairs sends a letter to the Dean inquiring
whether the existing curriculum needs adjustment. Prior to responding to that letter, the
Dean asks division heads the kind of adjustment needed, if any. Major update is
conducted mandatory every 3-5 years. Currently the Program is reviewing the 2013
Curriculum for major update.
Criterion 4: Teaching and Learning Strategy
4.1. The education philosophy is well articulated and communicated to all
stakeholders
Since 1924, courageous, represented by the red color, has been the identity of legal
education [Appendix 4.1.1.]. The same color was and has been maintained as the identity
of the FoL. Since the beginning of the fifties, Makara has been UI’s logo.
Philosophically, it carries the importance of science and its branches, and the works of
science. The buds will continue to blossom as long the main tree is alive. Makara also
represents university as the source of knowledge, cultural center, and the workshop of
science and knowledge for the betterment of the nation and mankind. Additionally, in
1964 to develop an alma mater state of mind (jiwa alma mater) UI introduced yellow
jacket as the university-wide outfit. Jaket Kuning, as it affectionately called, has become
UI’s esprit de corps that gained national and international reputation [Appendix 4.1.2.].
Additionally, Genderang UI, written by an alumnus, and Hymne UI have also imbued
educational philosophy to the academic community. In 2017, following the line of
philosophy, the FoL have determined its hymn and mars, both written by students.
In 2009, UI adopted additional motto: Veritas, Probitas, Iustitia – Truth, Honesty,
Justice. The motto was later elaborated in UI’s education philosophy. The FoL have
adopted the whole philosophy without any change for the Program.
Bachelor of Law Program
UNIVERSITAS INDONESIA 19
In addition to education philosophy, the FoL have also emphasized UI’s 9 values: (1)
honesty, (2) justice, (3) trust, (4) dignity and/or respect; (5) accountability, (6)
togetherness and plurality, (7) transparency, (8) academic freedom and scientific
autonomy, and (9) compliance to laws. The education philosophy and 9 values are
communicated to UI’s stakeholders via the website.
Although the education philosophy and the nine values are decided after the curriculum
has been implemented, the Program has no difficulty to inculcating them to students.
Figure 4.1. shows the alignment of education philosophy and what has been practiced at
the FoL.
Figure 4.1. Alignment of Education Philosophy
4.2. Teaching and learning activities are constructively aligned to the achievement
of the expected learning outcomes
In the past the Program implemented the so-called Content-Based Curriculum
(Kurikulum Berbasis Isi). Students were to attain minimum requirements set in the
curriculum. The teaching method was teacher-centered learning, and emphasis was given
to form hard skills or develop cognition.
Based on stakeholders’ feedback, since 2013 the Program has adopted different teaching
and learning methods in the Competence-Based Curriculum. Although due to the nature
of legal science some courses continue to be taught with the same method, the emphasis
has shifted to student-centered learning. The methods are varied, among others: (1)
interactive lecture, (2) small group discussion, (3) collaborative learning, (4) case study,
(5) problem-based learning, (6) advocacy, and/or (7) role play or simulation. Methods-
used are aimed at forming ELOs that will equip students with stakeholders’ needs. Hard
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FACULTY OF LAW 20
or cognitive skills is developed in combination with soft skills, and psycho-motoric
[Appendix 4.2.1.].
Interactive lecture is used in almost all courses. It requires students to be well-prepared
prior to class sessions, and engage in discussions. Lecturers provide reading materials for
every week that students must read in advance. This information is available either at
SIAK-NG or hand-outs [Appendix 4.2.2.]. All class rooms are designed to support
teaching and learning methods. Lecturers can see students faces, and move around the
class to closely engage with them. This teaching method trains students to express their
opinions, respect and appreciate those of others.
Small group discussion and collaborative learning are used either in classroom sessions
or student assignments. Students must study and work together to succeed. The method
trains students to be active members of a team. Case study and problem-based learning
expose students to real life situation. Students are challenged to apply theories and
positive law to legal problems. Advocacy requires students to closely engage with the
community. They are trained to effectively communicate ideas and build argument to
persuade others. Role play or simulation gives students experience of court room
situation. Figure 4.2. summarizes teaching and learning activities to attainment of ELOs.
Figure 4.2. Relation of Teaching and Learning Activities and ELOs
4.3. Teaching and learning activities enhance life-long learning
UNESCO’s International Bureau of Education has formulated that life-long learning
prepares individuals to able to learn to know (think), to do (learn), to be, and to live
together [Appendix 4.3.]. This strategy has long been adopted in the Program. Depending
on the method, lecturers act as facilitator. Students are enabled or conditioned to take
initiatives in the learning process.
Bachelor of Law Program
UNIVERSITAS INDONESIA 21
Criterion 5: Student Assessment
5.1. The student assessment is constructively aligned to the achievement of the
expected learning outcomes
Student assessment is aimed at measuring attainment of cognitive process. According to
the FoL regulation, components for final grade at least consists of midterm and final term
exams, and assignments [Appendix 5.1.1.]. Lecturers are at liberty to determine the
number of assignments and the weight of each grade component. Usually in the first class
of the semester, lecturers will, among others, explain about course objective, syllabus,
assignments, and assessment method [Appendix 5.1.2.]. These explanations are to help
students understand about the course contribution to the achievement of ELOs.
There are several types of student assessments. Depending on the course, students may
be required to do it individually or as a group. An assessment may require students to
critically read documents, collect data, trace document, draft opinion or contract, and/or
conduct field research. In doing these assessments, students must utilize information
technology devices – such as computer, tablet, voice or video recording, and smart
phones – and/or visit Government bodies or resource persons. Technological engagement
train students to at least attain four ELOs, i.e. (#4) able to utilize communication
information technology, (#6) conduct legal research in legal science, (#15) correlate
science and acquired skills with productive activities and community service, and (#17)
correlate legal science with the development of science, technology, society and/or
culture. Whereas engagement with people from different backgrounds trains students to
attain the rest of the ELOs.
Figure 5.1. Relation of Technology and People Engagement to ELOs
5.2. The student assessment including timelines, methods, regulations, weight
distribution, rubrics and grading are explicit and communicated to students
Assessments have specific timelines to give students sufficient time. Depending on their
difficulties, some assessments are usually due in one or two-week period. Other
assessments give students months of preparation before submission. Written instruction
provides information on (1) the type of assessment, individual or group, (2) the grading
weight, (3) rubrics, (4) deadlines, and (5) other information needed. Lecturer may have
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FACULTY OF LAW 22
published the grading weight of all assessments at SIAK-NG at the beginning of
semester.
Figure 5.2.1. Grading System
The Program follows UI’s grading system. Information on the grading system is available
at the Guide Book and SIAK-NG. The final grade is accumulation of all components set
by lecturers. Lecturers may announce to students all grade components. System-wise,
lecturers can choose to publish all grade components at SIAK-NG.
Figure 5.2.2. Grading Components
First year students are introduced to SIAK-NG during orientation weeks. A manual book
is available online for students [Appendix 5.2.1], and academic staff [Appendix 5.2.2.].
Additionally, for user-friendly, UI have prepared frequently-asked questions menu
[Appendix 5.2.3.].
Bachelor of Law Program
UNIVERSITAS INDONESIA 23
5.3. Methods including assessment rubrics and marking schemes are used to
ensure validity, reliability and fairness of student assessment
Student assessment is evaluated objectively. Most of the midterm and final exams are in
the form of essay. Academic staff are free to determine the types of exams and scoring
methods [Appendix 5.3.1.]. Assignments may be individual or group. Students receive
instruction on the assignment, scoring criteria, and submission deadline [Appendix
5.3.2].
5.4. Feedback of student assessment is timely and helps to improve learning
In 2000, UI introduced university-wide evaluation by students called EDOM. From 2006,
through its Directorate Information Technology System, UI conducted students’
satisfaction on academic staff and course content. While academic staff has access only
to courses they teach, the FoL Quality Assurance Unit has access to the whole results.
As per UI regulation, all grades will automatically be published by the system
approximately one month after the last day of final exam. All students are encouraged to
fill out EDOM until the end of semester. Students, who have filled out EDOM, will be
able to retrieve their final grades before the automatic publication date.
Figure 5.4. Lecturers Evaluation by Students
Since some parts of the teaching and learning are managed by facilitator, in 2008 UI
introduced EFOM, where students can evaluate their facilitators in the same way they fill
out EDOM.
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FACULTY OF LAW 24
5.5. Students have ready access to appeal procedure
Based on convention, students are free to contact their academic staff to discuss and
check their study results. If there is a mistake in the grading, the lecturer will send a letter
of request to the Vice Dean of Academic Affairs to revise the grade. The letter should
provide the basis for revision, and state the current and revised grades. Since the
implementation of ISO 9001:2015 in 2017, the Academic Bureau has standard operation
procedure for revising final grade [Appendix 5.5.].
Criterion 6: Academic Staff Quality
6.1. Academic staff planning is carried out to fulfill the needs for education,
research, and service
Academic staff at the FoL are classified into (i) civil servants (pegawai negeri sipil), (ii)
UI employee, and (iii) contract-based lecturers. Civil servants are subject to State Civil
Apparatus Law [Appendix 6.1.1.]. UI employees are subject to almost the same
stipulations [Appendix 6.1.2.]. Lecturers of the last category are contracted on need basis.
Another classification is based on academic rank. Following the Teacher and Lecturer
Law [Appendix 6.1.3.], academic staff are categorized into professor, associate professor
(lektor kepala), lecturer (lektor), or assistant lecturer (asisten ahli). UI employees whose
employments are transferred to civil servant must restart their academic career. While
waiting for functional post, they will not be classified into any of the above academic
rank. Administratively they will be regarded as teacher (pengajar). Consequently, their
names will not be included in the list prepared by the Menristek for lecturer certification
(sertifikasi dosen).
Professor, associate professor, and lecturer have either national or special lecturer
identification number (NIDN/NIDK). Teacher will have UI employee identification
(NUP) [Exhibit 6.1.1.].
Academic promotion is subject to Government Regulation Number 99 Year 2000
[Appendix 6.1.4.]. Retirement age for professor and non-professor, consecutively, are 70
(seventy) and 65 (sixty-five) years. On-need basis, provided they are willing and able,
the FoL may rehire professors and senior lecturer who have exceeded retirement age.
Young academic lecturers, due to current employment system at UI, have also been hired
on contractual basis.
Lecturer and Teacher Law stipulated certification for academic staff [Appendix 6.1.5.].
Only permanent academic staff is eligible for certification. Since its introduction in 2007,
lecturer certification is carried out gradually and based on the quota given by the
Menristek [Exhibit 6.1.2.].
Year Civil
Servant
UI
Employees
Contract
Based
Civil Servant UI Employees Contract
Based
Total
Professor Associate
Professor Lecturer
Assistant
Lecturer Teacher Professor
Associate
Professor Lecturer
Assistant
Lecturer Teacher Teacher
2015 83 40 51 16 23 29 13 2 7 0 11 25 4 44 174
2016 80 39 37 16 22 24 11 7 9 1 10 23 5 28 156
2017 76 52 36 16 20 24 14 2 9 1 13 20 18 27 164
2018 76 52 39 14 20 26 14 2 8 2 15 17 18 31 167
Table 6.1.1. Academic Ranks
Year Civil Servant UI Employees Total Academic
Staff
Quota received
from Menristek
Certified Academic
Staff (PNS)
Certified Academic
Staff (PUI)
Total Certified
Academic Staff Yet to be Certified
2008 - 2014 - - - - 62 20 82 -
2015 83 40 123 14 1 7 90 33
2016 80 39 119 10 1 3 94 25
2017 76 52 128 6 1 1 96 32
2018 76 52 128 3 2 1 99 29
Table 6.1.2. Lecturers Certification
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Since 2014, the FoL have taken affirmative action to encourage academic promotion. To
fulfill international journal publication requirement set by the Menristek, the FoL have
(1) facilitated academic staff to present papers in international conferences or seminars,
and (2) writing workshops [Exhibit 6.1.3.]. Additionally, since the beginning of 2018,
the Dean has created Special Unit for Lecturer Preferment to assist academic staff to meet
administrative criteria for promotion, and Special Unit for Internationalization to
encourage in-bound and out-bound of academic staff [Exhibit 6.1.4.].
6.2. Staff-to-student ratio and workload are measured and monitored to improve
the quality of education, research and service
The national standard for staff-to-student ratio for social science is 1:45 [Appendix
6.2.1.]. The FoL have maintained ideal staff-to-student ratio as provided in Table 6.2.1.
Year Total Academic Staff Total Students Ratio
2015 174 1998 1 : 11
2016 152 1950 1 : 12
2017 160 1857 1 : 11
2018 162 1789 1 : 11
Table 6.2.1. Staff to Student Ratio
The Three Virtues of Higher Education – education and teaching, research, and
community engagement – set the workload of academic staff in Indonesia. To their
workload, UI have issued and implemented remuneration system [Appendix 6.2.2.].
Furthermore, academic staff are categorized into (1) core, (2) university structural, (3)
non-university structural, and (4) on leave for education schemes [Exhibit 6.2.1.].
No Employment
Scheme Teaching Research
Community
Engagement
Total
(Max)
1 Core 12-16 16
2 University
Structural
3-16
(minus credit equivalent to university assignment) 16
3 Non-University
Structural 6 6
4 On leave for
education 4 (optional) Study leave equals to 12 4
Table 6.2.2. Three Virtues Based on Employment Schemes (per Semester)
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UNIVERSITAS INDONESIA 27
6.3. Recruitment and selection criteria including ethics and academic freedom for
appointment, deployment and promotion are determined and communicated
Higher Education Law stipulates that academic staff in undergraduate program must have
master degree [Appendix 6.3.1.] There are two tracks academic staff recruitment, i.e.
civil servant and UI-employee. The former is regulated by Government Regulation
[Appendix 6.3.2.]. The Menristek determine the number of vacancies, selection, and
recruitment of candidates. Successful applicants would become civil servant candidates
[CPNS], to be hired by the Government who are assigned to UI. The Menristek will also
oversees the 1-year probation period.
UI organizes recruitment of its employees. The FoL would submit a list of candidates
when UI opens vacancy and set quota. Applicants must undergo administrative selection
and psychology test [Appendix 6.3.3.]. The latter, organized by the Faculty of
Psychology, consists of Comprehensive Academic Test and interview. Test results would
be sent to the Dean, who would give approval based on available quota. New recruits are
subject to 1-year probation. Since 2017, probationers holding master-degree are required
to obtain letter of acceptance in doctoral program of prominent university in one year,
extendable for another year. Should probationers pass performance evaluation, they will
become either civil servant or permanent UI employees. They would receive lecturer
identification number (NIDN or NIDK) from the Menristek.
Ethics and code of conduct of the academic community are subject to national regulation,
and UI regulations [Appendix 6.3.4]. Higher Education Law guarantees academic
freedom. At UI, academic freedom is guaranteed by Regulation of UI’s Board of
Trustees.
6.4. Competences of academic staff are identified and evaluated
Most academic staff have legal background and at least hold master degree. They are
grouped to eight legal divisions, i.e. (1) foundational legal science, (2) civil law, (3)
criminal law, (4) procedural law, (5) constitutional law, (6) administrative law, (7)
international law, and (8) law, society and development.
In addition to their legal knowledge, academic staff acquire pedagogical methods through
a series of training organized by UI, i.e. Improving Basic Instructional Skill Program
(Pekerti, program peningkatan keterampilan dasar teknik instruksional), and Applied
Approach (AA, Ancangan Aplikasi) [Exhibit 6.4.1].
Year Civil
Servant
UI
Employees
Contract
- Based Total
Civil Servant UI Employees Contract - Based
Total Doctor
(S3)
Master
(S2) Spe-1
Bachelor
(S1)
Doctor
(S3)
Master
(S2)
Doctor
(S3)
Master
(S2) Spe-1
Bachelor
(S1)
2015 83 40 51 174 40 37 1 5 6 34 12 23 1 15 174
2016 80 39 37 156 38 38 1 3 10 29 13 24 0 0 156
2017 76 52 36 164 40 35 1 0 13 39 13 23 0 0 164
2018 76 52 39 167 39 36 1 0 16 36 11 28 0 0 167
Table 6.4.1. Lecturers' Academic Background
Academic Year Semester Study Content Learning
Process
Class
Management
Study
Assessment
All
Components
2014/2015
1 4.87 4.87 4.87 4.84 4.86
2 4.83 4.83 4.81 4.8 4.82
3 4.99 4.97 4.97 4.96 4.96
2015/2016
1 4.88 4.86 4.87 4.85 4.87
2 4.9 4.9 4.88 4.85 4.88
3 4.99 5 4.96 4.98 4.98
2016/2017
1 4.9 4.88 4.88 4.85 4.88
2 4.9 4.9 4.88 4.85 4.88
3 4.98 4.98 4.95 4.96 4.97
2017/2018
1 5.01 4.99 4.99 4.96 4.99
2 4.98 4.98 4.96 4.95 4.97
3 5.08 5.07 5.02 5.04 5.05
Table 6.4.2. Average Score of Lecturers’ Evaluation by Students (Scale of 1-6)
Bachelor of Law Program
UNIVERSITAS INDONESIA 29
Academic staff are subject to evaluation. Administratively, every academic staff is
annually evaluated based on Key Performance Index (Sasaran Kerja Pegawai)
[Appendix 6.4.]. The evaluation is made by the Vice Dean for Academic Affairs based
on criteria set by the Menristek. The result of administrative evaluation would be taken
into consideration for academic promotion. The Menristek determine criteria for
promotion. The Dean assigns several academic staff to carry out peer-group evaluation
for promotional evaluation.
6.5. Training and developmental needs of academic staff are identified and
activities are implemented to fulfill them
Academic staff are free to determine the kinds of training and development they need.
Since 2015, academic staff have participated in various workshops, seminars, and
conference to update their knowledge among others on arbitration, criminal law, legal
procedure in the Constitutional Court. In addition to pedagogical trainings above, to
improve staff ability to teach, the FoL organized writing workshop, digital literacy,
presentation skill, and vibrant teaching for academic staff [Exhibit 6.5.1.].
6.6. Performance management including rewards and recognition is implemented
to motivate and support education, research and service
Based on their employment status, academic staff receive salary from either the
Government or UI. Subject to Government policy, academic staff may receive religious
holiday allowance, and the so-called thirteenth month salary annually. Certified
academic staff receive the so-called certified-lecturer allowance from the Government
every month. Additionally, the FoL provides health insurance to academic staff and one
family member [Exhibit 6.6.1.].
Academic staff are encouraged to develop their credential at national and international
level. The FoL provides financial support for academic staff acting as speakers in
conferences, seminars, and workshops. There is also incentive for publication in national
and international journals or books from UI [Exhibit 6.6.2.].
The FoL also provide scholarships for academic staff pursuing doctoral study. Depending
on their need, the support may be available for tuition fee, field research, and/or stipend.
There is also 50% tuition waiver for children of academic staff accepted at any study
program at UI. Academic staff also receive appreciation in teaching in the form of
financial incentives. The FoL also provide support in the form of grants or awards, among
other textbook grant to encourage publication. Additionally, the FoL hold the selection
for the most outstanding academic staff.
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FACULTY OF LAW 30
Subject to Government regulation, academic staff having civil servant status are elligible
to receive the award of Satya Lencana, recognition for 10-, 20-, and 30-year of service
[Exhibit 6.6.3.].
6.7. The types and quantity of research activities by academic staff are established,
monitored and benchmarked for improvement
To achieve its vision and mission, especially in the field of research, the FoL have
attempted various efforts, i.e. allocation of funds, work plans, and activities to support
research improvement. There are three sources for research activities. First, the FoL
have allocated approximately 5% (five percent) of its annual budget. Second, academic
staff win competitive grants from UI and Menristek. Finally, the FoL/academic staff
may have support for research from Government and private sectors. Research
activities have improved the quality of teaching and learning. In addition, there is also
research activities that requires collaboration between academic staff and students,
PITTA (Publikasi Terindeks untuk Tugas Akhir Mahasiswa, Indexed Publication as
Students’ Final Assignment) Grants [Exhibit 6.7.1.].
Year Number of
Research Titles
Research Fund
(IDR)
2015 53 3.600.047.895
2016 56 2.914.060.000
2017 81 3.144.536.273
Table 6.7. Number of Researches
The FoL also provide support to conduct research management training; organize
trainings in drafting normative legal research and empirical legal research proposals;
conduct research for young academic staff; international journals publication and writing
workshops.
Criterion 7 Support Staff Quality
7.1. Support staff planning is carried out to fulfill the needs for education,
research, and service
Support staff planning consists of recruitment and placement. The recruitment
mechanism is based on existing staff assessment (internal bezetting). The FoL obtain and
analyze essential data on support staff. The data include the current numbers, profile, and
distribution of the support staff; workload of the support staff; prediction of additional or
reduction of workload of the support staffs for the next five years; and other relevant
information. UI’s Directorate of Human Resources will further handle the data to
evaluate the total needs of support staffs. The Directorate will connect the result with the
Bachelor of Law Program
UNIVERSITAS INDONESIA 31
Strategic Plan of the University and faculties and the human resources roadmap. UI’s
follows up depends on vacancy issued by the Menrinstek. Usually the latter will
announce the opening to all public universities in Indonesia [Exhibit 7.1.1.].
The FoL’s Strategic Plan on human resources serves as reference point for support staff
placement. It hired external consultants or professionals to review manpower need.
Working together with the Human Resources Unit, the consultants assess existing
manpower, draw up job descriptions, and set qualification [Exhibit 7.1.2.].
7.2. Recruitment and selection criteria for appointment, deployment, and
promotion are determined and communicated
Relevant regulations including from the Menristek and need-analysis by experts are the
basis for recruitment and selection criteria for appointment. Deployment and promotion
use merit-based system. The FoL employ Key Performance Indicator Form for
deployment or promotion. The form helps administrator in assessing whether support
staffs achieve the required targets (60%), and whether they perform excellently in the
criteria of leadership, discipline, and integrity (40%). The means of communication of
the deployment and promotion is a direct communication including through individual
meetings as well as through letter correspondences [Exhibit 7.2.1.].
7.3. Competencies of support staff are identified and evaluated
For the identification and evaluation of the support staffs, there is a regular meeting of
the Human Resource Unit to monitor the development of the support staffs. SIPEG, a
software developed by UI, contains data and record of staff. SIPEG is also used as a
means of communication to identify the needs for training and development of the
support staff.
Year Doctor
(S3)
Master
(S2)
Bachelor
(S1)
Diploma
(D3)
High
School
(SLTA)
Junior High
School
(SLTP)
Elementary
School
(SD)
Total
2015 0 2 46 4 48 5 5 110
2016 0 2 50 8 47 4 4 115
2017 0 2 49 9 46 5 3 114
2018 0 2 46 9 44 5 3 109
Table 7.3. Support Staffs Academic Background
7.4. Training and developmental needs of support staff are identified, and activities
are implemented to fulfill them
UI and the FoL’s Strategic Plans are the main tools to identify the types of training and
development needs for support staff. Additionally, recommendations based on existing
assessment and need-based analysis, the Key Performance Indicator Form, the FoL-level
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FACULTY OF LAW 32
development programs, focus group discussions involving stakeholders, suggestion
boxes, and hotline services.
In recent years, the FoL have organized various trainings for support staff among others
IT, service excellence, and English language. The activities to fulfill the developmental
needs of the supports include opportunities to pursue further study, participate in training,
and capacity building in particular topics [Appendix 7.4.].
7.5. Performance management including rewards and recognition is implemented
to motivate and support education, research, and service
There are four types of reward and recognition at the FoL. The first is remuneration and
incentive system. The second is financial support for pursuing further education. The
third is monetary appreciation for well-perform support staff. Lastly is non-monetary
recognition such as capacity building and fun competitions [Exhibit 7.5.1.].
Criterion 8: Student Quality and Support
8.1. The student intake policy and admission criteria are defined, communicated,
published, and up-to-date
UI assigns its Office for New Students Admission (Kantor Penerimaan Mahasiswa
Baru) to select students for all programs. All information for prospective students and
other stakeholders is publicly available. With regards to the Program, there are four
admission methods.
Based on chronological order, the first is the National Entrance Selection for State
University (Seleksi Nasional Masuk Perguruan Tinggi Negeri, SNMPTN). This is a
nation-wide selection process coordinated by the Directorate General of Teaching and
Student Affairs in the Menristek. SNMPTN is an invitation-based selection process. UI
sends out invitation to selection to high school students based on their report cards. For
science major students, the invitation is based on their grades in Indonesian and English
language, and mathematics subjects. Social-humanities major students are invited based
on their grades in the same subjects and economics, sociology, and geography. The
selection usually takes place between the third week of February and the first week of
March. This selection is to fill up approximately 30% (thirty percent) of the Regular
Subprogram. The selection result is announced through website. Admitted students must
register in the first or second week of May.
The second is Equal Study Opportunity Program (Program Pemerataan Kesempatan
Belajar, PPKB). It is an affirmative action to provide high school students with
outstanding achievements to enroll into higher education institution. Like SNMPTM, this
is an invitation-based selection process with the same criteria for natural science and
Bachelor of Law Program
UNIVERSITAS INDONESIA 33
social-humanities high school students. Unlike SNMPTN, PPKB is to fill up 50% (fifty
percent) seats of the Parallel Subprogram. The selection usually takes place between the
third week of February to the third week of March. The result is announced in the second
week of May. Third is talent-scouting also an invitation based for senior high school
students intended to fill out the International Undergraduate Program.
The fourth is a written exam-based entry or paper-based test scheme. There is an
SBMPTN for those who want to be in the Regular Sub-Program at the FoL. SBMPTN is
a nation-wide selection organized by the Menrisktek. Furthermore, there is SIMAK UI
for those who want to be in the Parallel Subprogram. Additionally, there is a separate
SIMAK UI for those who want to be in the International Undergraduate Program.
Information about the above admission method is available at websites. There are
promotional events such as roadshow to cities in Indonesia. It is noteworthy that the FoL
also welcome visits from students of the senior high schools who want to know more
about the FoL. Appendix 8.1. shows inbound and outbound students from foreign
countries and the FoL.
Figure 8.1. Student Admission Website
8.2. The methods and criteria for the selection of students are determined and
evaluated
As delienated above, there are two types of recruitment of students: the paper-based test
and by invitation. Invitation-scheme, such as SNMPTN, is conducted based on the results
of searching academic achievement using semester 1 (one) to semester 5 (five) report
cards for high school students or equivalent to 3 (three) years or 1 (one) semester up to
7th semester (seven ) for vocational schools with a 4 (four) year study period, as well as
an academic portfolio. UI and the FoL admit those having continuous improvement in
Self-Assessment Report
FACULTY OF LAW 34
grades during their high school years. For the paper-based test-scheme, such as SBMPTN
and SIMAK-UI, the criterion is test result.
8.3. There is an adequate monitoring system for student progress, academic
performance, and workload
Every student has SIAK-NG account. The SIAK-NG is an online system where students’
grade and study progress are recorded. Through that system, academic supervisor can
monitor student's performance. Furthermore, as each student has his/her academic
counsel, he/she can discuss with academic counsel about study progress and
performance, including if there are difficulties.
The FoL use credit system. One credit is equivalent to fifty-five minutes of lecture
sessions, independent and structured studies. A course can be varied in credits, from two
credits to maximum of six credits. With an exception for the first semester, each student
can take up to twenty-four credits. Academic counsel approves and oversees the number
of credits a student can take. To do so, the academic counsel must use the SIAK-NG.
Figure 8.3.1. Study Plan
Since UI, hence the FoL, use the Credit system, the workload is also monitored through
SIAK-NG. For the first semester, at the FoL, all students can only take maximum twenty-
three credits. Then, each student can propose maximum twenty-four credits in the second
semester. The third semester onwards, the credit load will be based on the Grade Point
Average (GPA) from previous semester. The higher the GPA, the more credit students
can take (but not exceeding the twenty-four credits limit). And, to graduate from the FoL,
the students must already earn a minimum of hundred and forty-four credits. Having the
above system intact, the SIAK-NG and an active role of the academic supervisor, the
Bachelor of Law Program
UNIVERSITAS INDONESIA 35
FoL ensure that students are not overloaded and at the same time, they can plan for
graduation accordingly.
Figure 8.3.2. Study Record
8.4. Academic advice, co-curricular activities, student competition, and other
student support services are available to improve learning and employability
As mentioned before, every student has an academic supervisor assigned to her or him.
Other than to monitor the students' academic performance, supervisor also gives
academic and non-academic advise, which may closely relate to academic performance.
The FoL’s students have excelled in various national and international competitions.
Appendix 8.4. elaborates their outstanding achievements.
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FACULTY OF LAW 36
Figure 8.4. Student-Academic Counsel Correspondence
For student support services, the FoL assign Student Affairs Unit. It is responsible for;
(1) internal routine program, which includes administering students’ scholarships, (2)
overseeing student-run organizations program, and (3) administering student internshio
both at the internal and international level. The unit ensures the availability of
opportunities for the students to improve their learning outside classrooms, e.g., through
competitions and to expose them to potential employers through internship programs.
Alumni Relations Special Unit is responsible for establishing relationship between the
FoL and its alumni who work in various sectors, from public private sector. From good
relationship with the alumni, the unit can advocate for internship opportunities hence
increasing the chance for employment.
8.5. The physical, social and psychological environment is conducive for education
and research as well as personal well-being
Classrooms, seminar rooms and moot-court rooms are well-equipped. Furthermore, the
FoL provide a number of facilities for student to interact outside of classroom, and
support extra curicular activities. Cafetaria, futsal field, and praying hall are a few of the
facilities that could be utilized by students. Professional pychologist is available for in-
need students.
Criterion 9 Facilities and Infrastructure
9.1. The teaching and learning facilities and equipment are adequate and updated
to support education and research
At the Depok campus, there are 21 (twenty-one) air-conditioned classrooms [Appendix
9.1.1.]. The Soemadipradja & Taher Room and Board of Professors’ Room are designed
for seminar and video conference. Two lecture halls – Djokosoetono Auditorium and
Djokosoetono Convention Hall – are to host large classes, studium generale, or big-
crowd events. All rooms are equipped with computer, sound system, projector, and LAN
cable. Two moot-courts are available to facilitate role play or simulation to develop legal
procedural skills. Legal Laboratory and Clinics facilitates students with working space
resembling professional office that will create legal environment.
Libraries are available to support students and academic staff. The FoL’s Soediman
Kartohadiprodjo Legal Document and Reference Center serves as the faculty library.
Adjacent to the FoL sits UI Central Library. These libraries have books and journals in
tangible and paperless format, and sufficient reading rooms.
Wi-Fi is accessible throughout the Depok campus. Students, academic staff, and support
staff have personal account to log in to UI network. Guest account is available upon
Bachelor of Law Program
UNIVERSITAS INDONESIA 37
request [Appendix 9.1.2.]. Computer room is available to students who need to access
the Internet.
As ecological buffer for the city of Jakarta, UI is famous for the greenery campus. Funded
by alumni, the FoL have turned their south green area into a Balinese garden, Pelataran
FHUI. It creates a relaxing environment and has become a getaway area.
Although there are designated areas, the FoL is a non-smoking campus. Health room,
funded by Class of 1992, has equipment for emergency response. The main health facility
at UI is Klinik Satelit Makara. It provides dental treatment, X-ray photo, drug store, and
psychology consultation for students, academic staff, support staff, and the public. In the
near future, UI teaching hospital will provide full-health services to the academic
community as well as public.
Semi-indoor sports hall at the northwest corner is available for physical exercise.
Students are also free to use other sport venues run by UI, i.e. football stadium, athletic
track, indoor gymnastic, jogging track, outdoor tennis, volleyball, and basketball courts,
and hockey field.
Yellow bus and bicycle, affectionately called Bikun and Spekun, are available for intra-
campus mobility. Anyone may also use public transportation either using ride-hailing
application or not. The Depok campus can be reached using Commuter Line. Subject to
UI regulation, student may also choose to live in students’s dormitory located at the north
end of Depok Campus.
9.2. The library and its resources are adequate and updated to support education
and research
Students have access to UI Central Library, and Soediman Kartohadiprodjo Legal
Document and Reference Center. Conveniently within 2-minute walking the FoL, the
Central Library hosts a wide collection of books (16,302 titles/41,496 copies), journals,
undergraduate thesis (7396 titles/15972 copies), graduate thesis (2574 titles and copies),
doctoral dissertation (126 titles and copies), research papers (92 titles/115 copies),
microfilms (149 titles/622 copies), inauguration speeches (37 titles and 57 copies). It also
subscribes online journals and specific platforms for legal research, e.g. Westlaw and
LexisNexis. It opens on Monday to Friday from 8.00 AM to 7.00 PM, and on weekend
from 9.00 AM to 4.00 PM.
Soediman Kartohadiprodjo Legal Document and Reference Center is the resource center
for legislation, legal documentation and literature. It opens on Monday to Friday from
8.00 AM to 7.00 PM, and on Saturday from 8.00 AM to 1.00 PM. It has approximately
9,563 titles of books, 3,214 scientific journals, 3,278 undergraduate theses, 200 graduate
theses, 13,169 documentation on statutes and regulations, 188 titles on case law
publication, and 267 rare books. Aside from 76-seat reading room, the Center also has
two small discussion rooms with a capacity of 4-6 people equipped with projector. In
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FACULTY OF LAW 38
cooperation with UI Library, the Center has organized various trainings to support
research and use of database [Appendix 9.2.].
9.3. The laboratories and equipment are adequate and updated to support
education and research
Unlike other sciences, the main laboratory for legal science is the society. Within its
campus, the FoL have built Legal Laboratory and Clinic to facilitate moot-court practices
in line with relevant courses. It has 4 (four) discussion rooms, each with 7-person
capacity.
The Law Laboratory part facilitates students in specific class activities such as practical
courses and preparation for national and international moot court competitions. The
competitions among others are the Philip C. Jessup International Law Moot Court
Competition, the Willem C. Vis International Commercial Arbitration Moot, the ICRC
International Moot Court Competition Humanitarian Law, International Maritime Law
Arbitration, the ICC International Commercial Mediation Moot, ALSA (Asian Law
Students’ Association) International Moot Court Competition, and the World Trade
Organization-Free Trade Area. Trainers and/or coaches for moot court training usually
come from the ranks of academic staff of various fields of legal study relevant to the
theme of the competition. Seniors and alumni often become trainers and resource persons
for preparing competition.
The Clinic part provides opportunity to students to act as practitioners, under mentor
and/or academic staff supervision, to deal with real cases and directly address problems
in society. It supervises 8 (eight) legal clinic courses i.e. Clinic for Civil Law, Criminal
Law, Street Law, Anti-Corruption, Mediation, Environmental Law, Protection of
Women and Children, and Legislative Drafting. These courses help students to gain
valuable hands-on experience dovetailing theoretical knowledge. In running the clinics,
the FoL have established cooperation with relevant partners i.e. Pondok Bambu
Correctional Facility, The District Court of Depok, the Religious Court of Depok,
LKBH-PPS (the FoL Legal Aid Institution), MaPPI, the Cabinet Secretariat of the
Republic of Indonesia, the Ministry of Economy, the Ministry of the Environment and
Forestry, WALHI (Indonesian Forum for Environment), Bina Insan Mandiri Foundation,
LAPSPI (Banking Alternative Dispute Resolution Institute of Indonesia), Justice
Without Borders, YKAKI (Indonesian Care for Cancer Children Foundation), and the
University of Malaya [Exhibit 9.3.2.].
9.4. The IT facilities including e-learning infrastructure are adequate and updated
to support education and research
Students, academic staff, and support staff receive their individual accounts upon joining
UI. Formatted in [name]@ui.ac.id., the account will open access to all electronic
Bachelor of Law Program
UNIVERSITAS INDONESIA 39
applications within UI IP (Internet protocol) address. They must first use the account to
login to SSO-UI.
UI have developed and provided various applications to support teaching and learning.
CLR (Center for Learning Resources) is an application that supports web-based learning
processes. This system academic information and management. SCeLE (Student
Centered e-Learning Environment) is a digital teaching and learning system provide to
substituting conventional face-to-face session. It facilitates teaching and learning
activities such as multimedia presentations, discussions, frequently asked questions,
assignments, quizzes or exams, upload and download material.
SIAK-NG is an application to support academic administration. It serves as one of
communication media between academic counsel and students. The former can access
detailed information of the latter, among others biodata, financial information, study
plan, and study progress. Administered by the academic bureau, the application also
serves as communication media to disseminate information on courses as well as other
academic events at the FoL. As mentioned above, SAP provides information on courses
syllabi. UI have made used EDOM to support quality assurance aimed at measuring and
evaluating academic staff’s performance.
UI also provides electronic communication facility for students, academic staff, and
support staff through individual accounts at UI Webmail. Since 2016, UI have been
cooperating with Google to have the webmail on their platform. Thus, the webmail has
more space to store electronic correspondence and attachment. UI also subscribes
Microsoft Windows and Office for students, academic staff, and support staff.
LONTAR (Library Automation and Digital Archive) is a software to manage online
catalogue used by UI Central Library and Soediman Kartohadiprodjo Legal Document
and Reference Center. It provides remote access to patrons, outside of UI IP address, to
browse the catalogue.
The Central Library provides online access for various scientific database, among others,
SAGE Journals, Emerald, Ebsco, Oxford Journals, Cambridge Core, Kluwer Arbitration,
LexisNexis, Ebrary Academic, Gale, Elsevier E-books, iG Library (ALA), Wiley,
Community of Science (COS), Integrated Search from ProQuest (Summon Serials),
Scopus, Annual Reviews, Proquest, Proquest Literature, Springer Link, JSTOR, Ebrary,
Oxford, and Taylor & Francis. The Central Library also subscribes Ithenticate, Turnitin,
and EndNote to prevent plagiarism and support research.
UI Repository, a web-based application, stores documents owned by UI. Connected to
UI anti-plagiarism system, the application also serves as a scientific work repository
system, UI-ANA, that contains students’ final projects and theses.
Additionally, the FoL have a cooperation with HukumOnline, an online database for laws
and regulations in Indonesia and legal news channel. One of the academic staff has
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FACULTY OF LAW 40
developed eCLIS, an online platform to codify, consolidate, and provide commentary on
current legislation.
9.5. The standards for environment, health and safety; and access for people with
special needs are defined and implemented
General Manager is responsible for facilities and infrastructure maintenance. The
manager is assisted by three support staff for the implementation of environment, health
and safety standard (K3L, Keselamatan, Kesehatan Kerja dan Lingkungan). K3L
socialization for new students is carried out during orientation week. Whereas for
academic staff and support staff, it is carried out when K3L officers exercised control in
each room. Evacuation practice is recorded for wider view by stakeholders. Fire
extinguishers are stationed at designated posts. Coordinated by UI, the FoL have
conducted training to use them.
To ensure campus cleanliness, the FoL submit the number of cleaning service personnel
needed to UI. The latter will assign outsourced personnel to the FoL to clean restrooms
and non-office space of the campus. Starting 2015, the FoL have renovated its buildings
to accommodate people with disabilities. Elevators and wheelchair ramps have ensured
access to all buildings [Appendix 9.5.]. In addition to health room, the FoL have also
installed pacemakers in designated posts for emergency response. UI operates ambulance
unit to carry in-need patient either to Klinik Satelit Makara or nearby hospitals. In
cooperation with nearby hospital, the FoL also facilitate check-up for academic staff and
support staff for improving health. Students, academic staff, and support staff can always
notify the manager for necessary improvement and/or reparation.
Criterion 10: Quality Enhancement
10.1. Stakeholders’ needs and feedback as input to curriculum design and
development
Curriculum review is monitored independently involving internal and external
stakeholders. Internal stakeholders are students and academic staff. External stakeholders
are alumni and employers. Feedbacks from internal stakeholders will provide insights
perspective on the curriculum, including learning process and experience. Additionally,
external stakeholders provide feedbacks on the alignment of workforce demands and the
curriculum.
Taking into account all feebacks, the team review the existing curriculum to inquire
whether it has satisfied the needs and expectation of the all stakeholders. Surveys and
focus-group discussions are part of the methods collect objective data and information.
Graduate success indicators such as GPA, study length, and university autonomy are also
factor in reviewing the curriculum.
Bachelor of Law Program
UNIVERSITAS INDONESIA 41
Aside from the periodic review, feedbacks from EDOM are useful tools to evaluate
learning process and experience. The FoL’s Quality Assurance Unit is responsible to
facilitate evaluation process on academic administration. It coordinates with the UI
Academic Quality Assurance Board to ensure that the Program meets UI academic
standard. Some of the academic staff are qualified as internal assessors [Appendix
10.1.1.]. Additionally, the FoL have assigned three academic members to attend AUN-
QA trainings [Appendix 10.1.2.].
10.2. The establishment, evaluation, and enhancement of curriculum design and
development process
As per national and UI regulation, the FoL must review existing curriculum every 3-5
years. The Dean appoints a curriculum team. To make sure that the review is holistic, the
team consists of Vice Dean of Academic Affairs, Education Manager, Head of the
Quality Assurance Unit, Head of the Undergraduate Program, Head of Undergraduate
Sub-Programs, Head of Divisions, and senior academic staff. Chairing the team is a
senior professor.
The process starts from gathering information related to the curriculum, among other by
making surveys and questionnaire. Discussion meetings and focus group discussions are
held for collecting problems and brainstorming. The team then draw up proposal for
curriculum changes, and submit it to the Dean. After perusing the proposal, the Dean
then forward it to the Faculty Senate for further discussion. Subject to its approval, the
Dean submit it to the Rector. Based on Rectorial Decree, the FoL have implemented the
2013 Curriculum Based-Competence.
The above process has ensured that the 2013 Curriculum is aligned to the visions and
missions of UI and the FoL. It has accommodated the needs of stakeholders, e.g.
increasing the credits for practical courses from 6 (six) to 10 (ten) credits.
10.3. The teaching and learning processes and student assessment are continuously
reviewed and evaluated to ensure their relevance and alignment
EDOM, an evaluation tool by students on academic staff, has 16 (sixteen) criteria
[Appendix 10.3.]. Three of them are to address student assessments. In addition to rating
the 16-criteria, students are free to criticize and make suggestions through comment
sections.
14. Evaluasi pembelajaran yang diberikan (misal: Kuis, UTS, UAS, Tugas dll.)
sesuai dengan materi pengajaran.
Study evaluation given (e.g. quiz, midterm exam, final exam, assignments,
etc) are relevant to course materials.
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FACULTY OF LAW 42
15. Bobot tiap komponen penilaian sesuai dengan beban pengerjaannya.
The weight of each grade component reflects its difficulty.
16. Nilai-nilai yang saya peroleh menggambarkan kemampuan saya yang
sesungguhnya.
My grades reflect my understanding of the knowledge.
Table 10.3. Criteria to Evaluate Assessment
In addition to EDOM, BPMA administer EVISEM and EVITAH. EVISEM is a means
of integrating evaluation conducted by all study programs every semester through
SIPMA UI. EVISEM is a quality control measure for Internal Quality Assurance System
(Sistem Penjaminan Mutu Internal—SPMI) of UI. EVISEM is designed based on UI
needs to monitor study programs accomplishment every semester based on established
criteria and indicators.
Meanwhile, EVITAH is an academic evaluation activity undertaken at the end of
academic year based on EVISEM results. The heads of study programs compile a plan
consisting of improvement, reinforcement, and enhancement of academic quality into a
work program plan, activities or policy. EVITAH results serve as reference for BPMA
to monitor, evaluate, and assess whether study programs have been improving or not in
their academic activities.
10.4. Research output is used to enhance teaching and learning
Research activities have produced new insights. For example, research adat or customary
law have enriched course materials for Constitutional Law, Women and Law Studies,
and Criminal Law [Exhibit 10.4.1.].
10.5. Quality of support services and facilities is subjected to evaluation and
enhancement
The FoL often receive input from alumni regarding improvement for classrooms and
existing facilities. Over the years, alumni and Association of Alumni (ILUNI) have made
great contribution to renovating facilities and infrastructure [Appendix 10.5.]. In 2017,
the FoL obtained ISO 9001:2015 certificate. Consequently, the FoL have had standard
operation procedures for further improvement [Exhibit 10.5.1.].
10.6. The stakeholder’s feedback mechanisms are systematic and subjected to
evaluation and enhancement
Feedbacks from stakeholders have been used for various enhancement of the FoL, both
academic and non academic. For 2013 curriculum review, for example, the review team
took into account the inputs from alumni and other users of FoL graduates. Continuous
improvement of the campus facility, especially with regards to classrooms and its facility,
Bachelor of Law Program
UNIVERSITAS INDONESIA 43
library, restrooms and cafetaria, is also conducted based on the most part from the
stakeholders’ feedback, in particular from students as the main stakeholders.
Criterion 11: Output
11.1. The pass and dropout rates are established, monitored and benchmarked for
improvement
For the past five years, pass and dropout rates at the FoL ranges from 6.5% (for class
of 2013) to 4.8% (for class of 2014). The FoL and UI monitor the rates. Evaluation on
student progress is conducted at the second, fourth, sixth, eighth, tenth and twelfth
semester. In those semesters, students must have earned 24 (twenty-four), 48 (forty-
eight), 72 (seventy-two), 96 (ninety-six), 120 (one hundred and twenty), and 144 (one
hundred and forty-four) credits consecutively with minimum GPA 2.00. Failure to earn
the minimum credits, student will automatically be dropped from the Program.
REGLULAR
PROGRAM
PARALLEL
PROGRAM
INTERNATIONAL
PROGRAM
Class
of 2013
Number of Students 259 100% 177 100% 58 100%
Number of Graduates 234 90.34% 160 90.4% 49 84.48%
Resigned/ Dropped Out 17 6.5% 9 5.08% 5 8.62%
Active Students 8 3% 7 3.95% 4 6.89%
Class
of 2014
Number of Student 250 100% 183 100% 30 100%
Number of Graduates 192 76.8% 147 80.32% 22 73.33%
Resigned/ Dropped Out 12 4.8% 4 2.18% 2 6.66%
Active Student 41 17.6% 29 15.84% 6 20%
Table 11.1. Student Pass and Drop-out Rates
11.2. The average time to graduate is established, monitored and benchmarked for
improvement
The expected length of study in the 2013 Curriculum is 8 (eight) semesters, or 4 (four)
years. Table 11.2. provides summary of graduation time.
REGULAR PROGRAM
7th
Semester
8th
Semester
9th
Semester
10th
Semester Total
2013 82
(31.66%)
131
(50.58%)
12
(4.63%)
9
(3.47%) 234
2014 77
(30.8%)
115
(46%)
5
(2%)
0
(0%) 197
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FACULTY OF LAW 44
PARALLEL PROGRAM
7th
Semester
8th
Semester
9th
Semester
10th
Semester Total
2013 64
(36.15%)
74
(41.8%)
15
(8.47%)
7
(3.95%) 160
2014 53
(28.96%)
94
(51.36%)
0
(0%)
0
(0%) 147
INTERNATIONAL PROGRAM
7th
Semester
8th
Semester
9th
Semester
10th
Semester Total
2013 12
(20.68%)
33
(56.89%)
2
(3.44%)
2
(3.44%) 49
2014 9
(3%)
13
(43.33%)
0
(0%)
0
(0%) 22
Table 11.2. Summary of Graduation Time
11.3. Employability of graduates is established, monitored and benchmarked for
improvement
The Special Unit for Strengthening Alumni Relation conducted a survey in July-August
2018 on 250 respondents from approximately 1.500 law graduates who graduated
between 2012-2018. Figure 11.3.1. [Exhibit 11.3.1.] summarizes tracer study on Classes
2013 and 2014’s employment.
Figure 11.3.1. Employment Time
The tracer study makes four categories for number of job applications. The percentage
of law graduates who applied between 0-2 times before getting the job is 27,6%. This
0-1 month 47%
3-6 month 43%
6-12 month 7%Over a year 3%
Bachelor of Law Program
UNIVERSITAS INDONESIA 45
figure is more than those who applied 3-5 times (19,2%) and 6-10 (15,2%), but less than
the percentage of law graduates who applied more than 10 times (38%).
Graduates work at various institution or company. Figure 11.3.2. shows lines of
employment of the graduates.
Figure 11.3.2. Lines of Employment
11.4. The types and quantity of research activities by students are established,
monitored and benchmarked for improvement
Students are required to write final thesis, constituting of 4 (four) credits. Supervised by
at least one academic staff, students are to apply legal research, and defend it before
assigned examiners.
Additionally, students may also engage in research activities with their lecturers. UI and
the FoL encourage students’ involvement in research various grants. PITTA research
grant is annually provided by UI. The grant is provided for maximum two academic staff
and three (undergraduate or postgraduate) students. They must produce at least three
scopus-indexed proceedings articles. The FoL Research Grant is a annual competitive
research grant for academic staff. It consists of Senior Lecturers and Junior Lecturers
Research Grant. They may invite students to participate as research assistant. The output
of this grant is article in international journal (for senior lecturer), or article in national
accredited journal (for junior lecturer). The Menristek also provides grant from student
research. Hibah Riset Menristek is available for one to three years. Applicants may
Law Firms
28%
Company
27%
Ministry/Agency
18%
State Owned
Enterprise
12%
Law
Enforcement 9%
Higher Education
4%NGO
2%
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FACULTY OF LAW 46
consist of maximum three academic staff and three students. The output of this grant is
scopus-indexed articles [Exhibit 11.4.1].
11.5. The satisfaction levels of stakeholders are established, monitored and
benchmarked for improvement
Employers are very satisfied with the quality of the graduates. They opine that graduates’
competencies meet their expectation. They particularly commend graduates’ legal
knowledge who are excel compared to other universities. Moreover, employers also
acknowledge graduates’ experience due to their involvement in various extracurricular
student activities and organizations. Student-time experience has developed their
teamwork, communication skill, analytical and logical thinking, and creativity.
Nevertheless, employers have recommended to improve the curriculum by increasing the
opportunity to work or have internship before graduation.
However, employers have particularly critical on graduates’ Gen-Y characteristics, such
as ambitious but not entirely focused as they look for skill development and the company
that could achieve their personal goals. Therefore, employee’s retention rate was getting
low for in recent years as the millennial graduates tend to loyal to peers rather than to
company. This phenomenon, unfortunately, viewed by employers as the less-endurance
and individualistic law graduates.
PART 3: STRENGTHS AND WEAKNESSES ANALYSIS
1. Summary of Strengths, Weaknesses Analysis, and Improvement
Plan
Summary of strengths, weaknesses analysis, and improvement plan of CE program is
show in Table 3.1
No Description Strength Weaknesses Improvement Plan
1 Expected
Learning
Outcomes
Clearly formulated
and aligned to UI
and the FoL’s
vision and mission,
Indonesian
National
Qualification
Framework
(KKNI), and
workforce
demands.
Too many. Curriculum review
team is convincing
academic staff to
concise and merge
ELOs.
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UNIVERSITAS INDONESIA 47
No Description Strength Weaknesses Improvement Plan
2 Program
Specification
Detail, informative,
well-communicated
using many
platforms
Not yet aligned
with Government
strategy on
industrial
revolution 4.0
Curriculum review
team is encouraging
academic staff to
include strategy on
industrial 4.0. in
course materials
3 Program
Structure and
Content
Major and minor
periodical review
Too many
mandatory courses
Curriculum review
encourages course
alignment, provide
more elective
courses
4 Teaching and
Learning
Flexibility in
applying teaching
methods based on
knowledge and
skills acquisition
Different
competence of FoL
academic staff
Capacity building
program to enhance
excellent in
teaching and
learning
5 Student
Assesment
Integrated in SIAK-
NG
No established
appeal procedure
Appeal procedure
needs to be
established
6 Academic
Staff
Good staff-to-
student ratio; 24
professors and 55
doctors out of 128
full time academic
staff
- Recruitment
subject to
non-FoL
regulation
- Succession
plan not
under FoL’s
control
23 academic staff
are taking their
doctoral studies in
Indonesia and
overseas; Special
Unit for Lecturer
Preferment to
facilitate academic
promotion
7 Support Staff
Quality
Committed staff,
some support staff
have master degree
in various relevant
discipline
- Recruitment
subject to
non-FoL
regulation
- Succession
plan not
under FoL’s
control
Continuous
capacity building
programs for
enhancing support
staff quality
8 Student
Quality and
Support
Excellent student
intake and support
system
Individualistic and
millenial traits
Imbueing
educational
philosophy
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FACULTY OF LAW 48
No Description Strength Weaknesses Improvement Plan
9 Facilities and
Infrastucture - Very good
facilities
and
infrastucture
- Keen
interest
from alumni
to support
renovation
and
upgrading
of facilities
- Lack of
sense of
belonging
from student
for
maintenance
- Weather
challenges
for
maintenance
- Maintaining
good
relations
with alumni;
- Increasing
sense of
belonging
for good
maintenance
10 Quality
Enhancement
Enthusiastic QA
personnel at UI and
the FoL
Enthuasiasm is not
shared widely-
shared by academic
staff
Improve awareness
of the important of
quality
enhancement
11 Output - Excellent
graduates
- Prominent
status of the
Program
Tracer study is still
limited - More
elaborated
and frequent
tracer study
and/or
survey
2. Checklist for AUN Quality Assessment at Program Level
1 Expected Learning Outcomes 1 2 3 4 5 6 7
1.1
The expected learning outcomes have been clearly
formulated and aligned with the vision and mission
of the university
1.2 The expected learning outcomes cover both subject
specific and generic learning outcomes
1.3 The expected learning outcomes clearly reflect the
requirements of the stakeholders
Overall Opinion 5
2 Program Specification 1 2 3 4 5 6 7
2.1 The information in the programme specification is
comprehensive and up-to-date
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UNIVERSITAS INDONESIA 49
2.2 The information in the course specification is
comprehensive and up-to-date
2.3
The programme and course specifications are
communicated and made available to the
stakeholders
Overall Opinion 5
3 Programme Structure and Content 1 2 3 4 5 6 7
3.1 The curriculum is designed based on constructive
alignment with the expected learning outcomes
3.2 The contribution made by each course to achieve
the expected learning outcomes is clear
3.3 The curriculum is logically structured, sequenced,
integrated and up-to-date
Overall Opinion 5
4 Teaching and Learning Approach 1 2 3 4 5 6 7
4.1 The educational philosophy is well articulated and
communicated to all stakeholders
4.2
Teaching and learning activities are constructively
aligned to the achievement of the expected learning
outcomes
4.3 Teaching and learning activities enhance life-long
learning
Overall Opinion 5
5 Student Assessment 1 2 3 4 5 6 7
5.1 The student assessment is constructively aligned to
the achievement of the expected learning outcomes
5.2
The student assessments including timelines,
methods, regulations, weight distribution, rubrics
and grading are explicit and communicated to
students
5.3
Methods including assessment rubrics and marking
schemes are used to ensure validity, reliability and
fairness of student assessment
5.4 Feedback of student assessment is timely and helps
to improve learning
5.5 Students have ready access to appeal procedure
Overall Opinion 5
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FACULTY OF LAW 50
6 Academic Staff Quality 1 2 3 4 5 6 7
6.1
Academic staff planning (considering succession,
promotion, re-deployment, termination, and
retirement) is carried out to fulfil the needs for
education, research and service
6.2
Staff-to-student ratio and workload are measured
and monitored to improve the quality of education,
research and service
6.3
Recruitment and selection criteria including ethics
and academic freedom for appointment,
deployment and promotion are determined and
communicated
6.4 Competences of academic staff are identified and
evaluated
6.5
Training and developmental needs of academic
staff are identified and activities are implemented
to fulfil them
6.6
Performance management including rewards and
recognition is implemented to motivate and
support education, research and service
6.7
The types and quantity of research activities by
academic staff are established, monitored and
benchmarked for improvement
Overall Opinion 5
7 Support Staff Quality 1 2 3 4 5 6 7
7.1
Support staff planning (at the library, laboratory,
IT facility and student services) is carried out to
fulfil the needs for education, research and service
7.2
Recruitment and selection criteria for appointment,
deployment and promotion are determined and
communicated
7.3 Competences of support staff are identified and
evaluated
7.4
Training and developmental needs of support staff
are identified and activities are implemented to
fulfil them
7.5
Performance management including rewards and
recognition is implemented to motivate and
support education, research and service
Overall Opinion 5
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UNIVERSITAS INDONESIA 51
8 Student Quality and Support 1 2 3 4 5 6 7
8.1
The student intake policy and admission criteria
are defined, communicated, published, and up-to-
date
8.2 The methods and criteria for the selection of
students are determined and evaluated
8.3 There is an adequate monitoring system for student
progress, academic performance, and workload
8.4
Academic advice, co-curricular activities, student
competition, and other student support services are
available to improve learning and employability
8.5
The physical, social and psychological
environment is conducive for education and
research as well as personal well-being
Overall Opinion 6
9 Facilities and Infrastructure 1 2 3 4 5 6 7
9.1
The teaching and learning facilities and equipment
(lecture halls, classrooms, project rooms, etc.) are
adequate and updated to support education and
research
9.2 The library and its resources are adequate and
updated to support education and research
9.3 The laboratories and equipment are adequate and
updated to support education and research
9.4
The IT facilities including e-learning infrastructure
are adequate and updated to support education and
research
9.5
The standards for environment, health and safety;
and access for people with special needs are
defined and implemented
Overall Opinion 6
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FACULTY OF LAW 52
10 Quality Enhancement 1 2 3 4 5 6 7
10.1 Stakeholders’ needs and feedback serve as input to
curriculum design and development
10.2
The curriculum design and development process is
established and subjected to evaluation and
enhancement
10.3
The teaching and learning processes and student
assessment are continuously reviewed and
evaluated to ensure their relevance and alignment
10.4 Research output is used to enhance teaching and
learning
10.5
Quality of support services and facilities (at the
library, laboratory, IT facility and student services)
is subjected to evaluation and enhancement
10.6
The stakeholder’s feedback mechanisms are
systematic and subjected to evaluation and
enhancement
Overall Opinion 5
11 Output 1 2 3 4 5 6 7
11.1 The pass rates and dropout rates are established,
monitored and benchmarked for improvement
11.2 The average time to graduate is established,
monitored and benchmarked for improvement
11.3 Employability of graduates is established,
monitored and benchmarked for improvement
11.4
The types and quantity of research activities by
students are established, monitored and
benchmarked for improvement
11.5
The satisfaction levels of stakeholders are
established, monitored and benchmarked for
improvement
Overall Opinion 5
Overall Verdict 5
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UNIVERSITAS INDONESIA 53
PART 4: APPENDICES
PART1: INTRODUCTION Appendix A1. The FoL Management Structure
Appendix A2. The FoL Alumni and Academic Staff Involvement in Private
and Public Sectors
PART 2: AUN-QA CRITERIA
Criterion 1: Expected Learning Outcomes 1.1. The expected learning outcomes have been clearly formulated and aligned with the
vision and mission of the university Appendix 1.1. Menristek Regulation No. 44 Year 2015 on Curriculum for
Higher Education
1.2. The expected learning outcomes cover both subject specific and generic learning
outcomes Appendix 1.2. Competence-Based Curriculum 2013
1.3. The expected learning outcomes clearly reflect the requirements of the stakeholders Appendix 1.3. Minutes of Meeting for Curriculum Review
Criterion 2: Program Specification 2.1. The information in the program specification is comprehensive and up-to-date
Appendix 2.1. Academic Guide Book
2.2. The information in the course specification and up-to-date Appendix 2.2. Weight Distribution of Grade Components
2.3. The program and course specification are communicated and made available to the
stakeholders Appendix 2.3.1. The FoL Program Brochures Appendix 2.3.2. The FoL Roadshows Appendix 2.3.3. List of High School Visit
Criterion 3: Program Structure and Content 3.1. The curriculum is designed based on constructive alignment with the expected
learning outcomes Appendix 3.1.1. Curriculum Review Team Appendix 3.1.2. Decision of the Minister of National Education on Core
Curriculum for Higher Education No. 045/U/2002 Appendix 3.1.3. Survey and Organized Focus Group Discussions for
Curriculum Review Appendix 3.1.4. Proposal for Revising Curriculum Appendix 3.1.5. Letter of Recommendation from Curriculum Team to the Dean Appendix 3.1.6. Rectorial Decision No. 1441C Year 2012 on Competence-
Based Curriculum of Legal Science Study Program for
Undergraduate in the Faculty of Law Universitas Indonesia
3.2. The contribution made by each course to achieve the expected learning outcomes is
clear Appendix 3.2. Example of Student Assignment
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FACULTY OF LAW 54
3.3. The curriculum is logically structured, sequenced, integrated and up-to-date Appendix 3.3.1. Academic Schedule Appendix 3.3.2. Prerequisite Courses
Criterion 4: Teaching and Learning Strategy 4.1. The education philosophy is well articulated and communicated to all stakeholders
Appendix 4.1.1. UI Logos Appendix 4.1.2. UI Esprit de Corps
4.2. Teaching and learning activities are constructively aligned to the achievement of the
expected learning outcomes Appendix 4.2.1. Clinical Legal Education Video Profile Appendix 4.2.2. Reading material in Health Law
4.3. Teaching and learning activities enhance life-long learning Appendix 4.3. Curriculum Academic Guidance DIKTI
Criterion 5: Student Assessment 5.1. The student assessment is constructively aligned to the achievement of the expected
learning outcomes Appendix 5.1.1. Sample of Components for Final Grade Appendix 5.1.2. Syllabi of Ethics Courses
5.2. The student assessment including timelines, methods, regulations, weight
distribution, rubrics and grading are explicit and communicated to students Appendix 5.2.1. Manual Book for Students Appendix 5.2.2. Manual Book for Academic Staff Appendix 5.2.3. SIAK-NG FAQ
5.3. Methods including assessment rubrics and marking schemes are used to ensure
validity, reliability and fairness of student assessment Appendix 5.3.1. Types of Exams and Scoring Methods Appendix 5.3.2. Student Assignment - Investment Law
5.4. Feedback of student assessment is timely and helps to improve learning
5.5. Students have ready access to appeal procedure Appendix 5.5. SOP for Academic Affairs
Criterion 6: Academic Staff Quality 6.1. Academic staff planning is carried out to fulfill the needs for education, research,
and service Appendix 6.1.1. State Civil Apparatus Law Appendix 6.1.2. Government Regulation No. 68 Year 2013 Appendix 6.1.3. The Teacher and Lecturer Law Appendix 6.1.4. Government Regulation Number 99 Year 2000 Appendix 6.1.5. List of Lecturers’ Certification
6.2. Staff-to-student ratio and workload are measured and monitored to improve the
quality of education, research and service Appendix 6.2.1. Menristek Regulation No. 2 Year 2016 Appendix 6.2.2. UI Remuneration System
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UNIVERSITAS INDONESIA 55
6.3. Recruitment and selection criteria including ethics and academic freedom for
appointment, deployment and promotion are determined and communicated Appendix 6.3.1. Higher Education Law No. 12-2012 Appendix 6.3.2. Government Regulation No. 98-2000 Appendix 6.3.3. Academic Staff Recruitment Appendix 6.3.4. Regulation of Board of Trustees
6.4. Competences of academic staff are identified and evaluated Appendix 6.4. Key Performance Index
6.5. Training and developmental needs of academic staff are identified and activities are
implemented to fulfill them
6.6. Performance management including rewards and recognition is implemented to
motivate and support education, research and service
6.7. The types and quantity of research activities by academic staff are established,
monitored and benchmarked for improvement
Criterion 7: Support Staff Quality 7.1. Support staff planning is carried out to fulfill the needs for education, research, and
service
7.2. Recruitment and selection criteria for appointment, deployment, and promotion are
determined and communicated
7.3. Competencies of support staff are identified and evaluated
7.4. Training and developmental needs of support staff are identified, and activities are
implemented to fulfill them Appendix 7.4. Support Staff Trainings
7.5. Performance management including rewards and recognition is implemented to
motivate and support education, research, and service
Criterion 8: Student Quality and Support 8.1. The student intake policy and admission criteria are defined, communicated,
published, and up-to-date Appendix 8.1. Student Inbound and Outbound
8.2. The methods and criteria for the selection of students are determined and evaluated
8.3. There is an adequate monitoring system for student progress, academic performance,
and workload
8.4. Academic advice, co-curricular activities, student competition, and other student
support services are available to improve learning and employability Appendix 8.4. Students Achievements
8.5. The physical, social and psychological environment is conducive for education and
research as well as personal well-being
Criterion 9: Facilities and Infrastructure 9.1. The teaching and learning facilities and equipment are adequate and updated to
support education and research Appendix 9.1.1. List of Rooms Appendix 9.1.2. UI Guest Account
9.2. The library and its resources are adequate and updated to support education and
research Appendix 9.2. List of Trainings for Library Resources
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9.3. The laboratories and equipment are adequate and updated to support education and
research
9.4. The IT facilities including e-learning infrastructure are adequate and updated to
support education and research
9.5. The standards for environment, health and safety; and access for people with special
needs are defined and implemented Appendix 9.5. Facilities for PWD
Criterion 10: Quality Enhancement 10.1. Stakeholders’ needs and feedback as input to curriculum design and development
Appendix 10.1.1. Academic Staffs as Internal Assessors Appendix 10.1.2. Academic Staffs Attending AUN Trainings
10.2. The establishment, evaluation, and enhancement of curriculum design and
development process
10.3. The teaching and learning processes and student assessment are continuously
reviewed and evaluated to ensure their relevance and alignment Appendix 10.3. 16 (sixteen) Criteria of EDOM
10.4. Research output is used to enhance teaching and learning
10.5. Quality of support services and facilities is subjected to evaluation and enhancement Appendix 10.5. List of Alumni as Sponsors
10.6. The stakeholder’s feedback mechanisms are systematic and subjected to evaluation
and enhancement
Criterion 11: Output 11.1. The pass and dropout rates are established, monitored and benchmarked for
improvement
11.2. The average time to graduate is established, monitored and benchmarked for
improvement
11.3. Employability of graduates is established, monitored and benchmarked for
improvement
11.4. The types and quantity of research activities by students are established, monitored
and benchmarked for improvement
11.5. The satisfaction levels of stakeholders are established, monitored and benchmarked
for improvement