Nutrition Science Program (Prodi) conducted a Semester Learning Plan Workshop (RPS) on Wednesday, February 17, 2021 via online through the Zoom Meeting platform. The workshop lasted for three hours and was attended by lecturers of Nutrition Science Study Program. The speaker of the workshop was Nur Hidayati, PhD. as the head of system control at the Quality Assurance Institute (LJM) of Muhammadiyah University of Surakarta (UMS).
RPS workshop was opened by Zulia Setiyaningrum, M.Gizi and then continued with a speech by Endang Nur W, M.Si.Med as the Head of Nutrition Program (Kaprodi).
Kaprodi in his speech said that even semester lectures 2020/2021 still use the system in the network (online) so that it requires an online Semester Learning Plan (RPS). Workshop on The Preparation of RPS Even Semester is a continuation of the RPS workshop Gasal semester. Online RPS needs to be prepared by Nutrition Study Program because there is a difference with existing offline RPS. The Head of Nutrition Sciences also confirmed that Study Program wants to prepare the making of this RPS as best as possible and hopes to get advices from the expert speaker related to RPS that has been prepared by the lecturers.
Nur Hidayati, PhD. in her presentation said that online and offline RPS is actually similar, the difference is the learning method that impacts the assessment process so that there are slight modifications to the assessment techniques and instruments. By having RPS, teaching materials are expected to be delivered well to students and learning goals are able to be achieved.
The preparation of RPS begins with the creation of Graduate Learning Achievements (CPL), Course Learning Achievements (CPMK), indicators, the teaching materials, learning methods, learning techniques, learning media, assessment techniques and assessment instruments.
During the discussion session, there were several questions asked by the workshop participants related to the materials that have been composed and RPS that has been prepared. These questions are covered into some information as follows:
- The lesson that is regarding to determination of matrix CPL and MK, it is divided into level introduced, developed and mastered. In this course, whose are basic/introductory, the material contains about the introduction of steps (not into practicing yet) then, the mastered level is regarded if the student could master the CPMK, or also called Mastered at the level.
- Each course should have one RPS even though in one course there are 3 credits containing 2 SKS of theory and 1 credit of practice. It will be explained in CPMK that there are some skills which must be fulfilled.
- RPS belongs to the study program. It does not matter if the techniques of the implementation of practice and theory are handled by different lecturers. Then, lecturers who handle practice and theory are being one teaching team. There is no rule that for one course has to be handled by the same lecturer (theory and practice). RPS is not related to the composing of SK lecturers to handle courses.
- Composing the CPMK courses that is in point 2 can be written separately.
- All CPMK is written on the CPMK column particularly on the exam question form. It’s not just CPMK that’s the questions are available there.
- One CPMK is usually assessed with several assessment techniques. CPMK assessed with only one assessment technique has not been able to measure the ability of students in the CPMK.
- Assessment does not have to be measured only by written exams (mid exam and final exam). Assessment can be through tasks and practicum paper reports.
- If there are several indicators, in one CPMK, they can be integrated into CPMK sub.
- CPMK input form for combined courses (theory and practice) cannot be facilitated by ecel application, so the input form can be written in one indicator with a higher level. For example, to apply, to analyze. This means that if students demonstrate, analyzing will be included into cognitive category. Students must master the material first in order to meet the requirements in the CPMK.
- Interest selection courses should be offered in certain semesters (usually in the upper semester). This means that courses are offered at the level of courses that have gone through prerequisite or basic courses.
- Group discussions assessment is based on the actively expressing their opinions and listening to the opinions of others.
- Collaborative learning is learning that puts students from diverse backgrounds and abilities together in a small group to achieve common goals. Positive dependence: interaction, individual and group responsibilities, interpersonal skills development, heterogeneous groups, lecturers as facilitators. For example, Kuliah Kerja Nyata of Inter Professional Education Al Islam Kemuhammadiyahan (KKN IPE AIK).
- Cooperative learning is a learning model that prioritizes the existence of groups. Each student in the group has a different level of ability (low, medium, high) and allows each member of the group of diverse races, cultures and tribes to unite. The purpose of this learning is to accept the diversity of friend types as well as the development of social skills.