Self Assessment Report (SAR) ASEAN University …6.2 Sta# to student ratio and workload are measured...

Universitas Islam Negeri (UIN)Syarif Hidayatullah Jakarta

Self Assessment Report (SAR)ASEAN University Network–Quality Assurance (AUN-QA)

Undergraduate Program Department of Family Law, Faculty of Sharia and Law

Universitas Islam Negeri Syarif Hidayatullah Jakarta, 30th April - 2nd May 2019

Universitas Islam Negeri (UIN)Syarif Hidayatullah Jakarta

DEPARTMENT OF FAMILY LAW, FACULTY OF SHARIA AND LAWUNIVERSITAS ISLAM NEGERI SYARIF HIDAYATULLAH JAKARTA

For the assessment ofUndergraduate Program

The Department of Family Law

According to the AUN-QA Criteria

Dean, Faculty of Sharia and Law Dr. H. Ahmad Tholabi Kharlie, S.H., M.A., M.H.

Dr. Asep Saepudin Jahar, M.A.Head of QA Unit of the University

Head of SAR Writing Team Dr. H. Abdul Halim, M.Ag.

SELF ASSESSMENT REPORT

Self Assessment Report (SAR) ASEAN University Network–Quality Assurance (AUN-QA)iv

TABLE OF CONTENTS

TABLE OF CONTENTS ............................................................................................................................. ivLIST OF FIGURES AND TABLES ............................................................................................................. viiLIST OF ABBREVIATIONS ................................................................................................................... viiiPART 1 INTRODUCTION ..........................................................................................................................11.1 Executive Summary .......................................................................................................................................... 21.2 The Organization of the Self-Assessment Report .............................................................................................. 31.3 Profile of the Institution .................................................................................................................................... 4

1.3.1 Syarif Hidayatullah State Islamic University Jakarta ...............................................................................................41.3.2 The Faculty of Shari’a and Law ................................................................................................................................41.3.3 The Department of Family Law ...............................................................................................................................4

PART 2 AUN-QA CRITERIA .......................................................................................................................7Criterion 1: Expected Learning Outcomes .................................................................................................... 81.1 The expected learning outcomes have been clearly formulated and aligned with the vision and mission of the

university [1,2] .81.2 The expected learning outcomes cover both subjects specific and generic (i.e. transferable) learning outcomes [3] .91.3 The expected learning outcome clearly reflects the requirements of the stakeholders [4] ..........................................10

Criterion 2: Program Specification ............................................................................................................. 102.1 The information in the program specification is comprehensive and up-to-date [1,2] ................................................102.2 The information in the course specification is comprehensive and up-to-date [1,2] ....................................................112.3 The program and course specifications are communicated and made available to the stakeholders [1,2] ................12

Criterion 3: Program Structure and Content .............................................................................................. 123.1 The curriculum is designed based on constructive alignment with the Expected Learning Outcomes [1] .................123.2 The contribution made by each course to achieve the expected learning outcomes is clear [2] ................................143.3 The curriculum is logically structured, sequenced, integrated and up-to-date (3, 4, 5, 6) ...........................................18

Criterion 4: Teaching and Learning Approach ............................................................................................ 194.1 The educational philosophy is well articulated and communicated to all stakeholders [1] .........................................194.2 Teaching and learning activities are constructively aligned to the achievement of the expected learning outcomes

[2,3,4,5] .................................................................................................................................................................................204.3 Teaching and learning activities enhance life-long learning [6] ......................................................................................20

Self Assessment Report (SAR) ASEAN University Network–Quality Assurance (AUN-QA) v

Criterion 5: Student Assessment ................................................................................................................ 205.1 The student assessment is constructively aligned to the achievement of the Expected Learning Outcomes [1,2] ....205.2 The student assessment including timelines, methods, regulations, weight distribution, rubrics and grading are explicit

and communicated to students...........................................................................................................................................215.3 Methods including assessment rubrics and marking schemes are used to ensure validity, reliability and fairness and

student assessment [6,7] .....................................................................................................................................................235.4 Feedback of student assessment is timeliness and helps to improve learning [3] ........................................................235.5 Students have ready access to the appeal procedure .......................................................................................................24

Criterion 6: Academic Staff Quality ............................................................................................................ 246.1 Academic staff planning (considering succession, promotion, re-deployment, termination, and retirement) is carried

out to fulfil the needs for education, research, and service [1] .....................................................................................246.2 Staff to student ratio and workload are measured and monitored to improve the quality of education, research and

service [2] ..............................................................................................................................................................................256.3 Recruitment and selection criteria including ethics and academic freedom for appointment, deployment, and promotion

are determined and communicated [4, 5, 6, 7] ................................................................................................................286.4 Competencies of academic staff are identified and evaluated [3]...................................................................................286.5 Training and developmental needs of academic staff are identified and activities are implemented to fulfil the

needs [8] ............................................................................................................................................................ 296.6 Performance management including rewards and recognition is implemented to motivate and support education,

research, and service [9] ......................................................................................................................................................306.7 The types and quantity of research activities by academic staff members are established, monitored and benchmarked

for improvement [10] .........................................................................................................................................................31

Criterion 7: Support Staff Quality .............................................................................................................. 327.1 Support staff planning (at the library, laboratory, IT facility and student services) is carried out to fulfil the needs of

education, research and service [1] ....................................................................................................................................327.2 Recruitment and selection criteria for appointment, deployment and promotion are determined and communicated [2] ..... 337.3 The competence of support staff are identified and evaluated [3] ....................................................................................347.4 Training and developmental needs of support staff are identified and activities are implemented to fulfil them [4] ..........347.5 Performance management including rewards and recognition is implemented to motivate and support education,

research and service [5] .......................................................................................................................................................35

Criterion 8: Student Quality and Support .................................................................................................. 358.1 The student intake policy and admission criteria are defined, communicated, published and up-to-date [1] ..........358.2 The Methods and Criteria for the Selection of Students are Determined and Evaluated ..............................................378.3 There is an adequate monitoring system for student progress, academic performance, and workload [3] ...............378.4 Academic advice, co-curricular activities, student competition, and other student support services are available to

improve learning and employability [4] .............................................................................................................................378.5 The physical, social, and psychological environment is conducive for education and research as well as personal well-

being ......................................................................................................................................................................................39

Criterion 9: Facilities and Infrastructure .................................................................................................... 399.1. Teaching and learning facilities and equipment (lecture halls, classrooms, project rooms, etc.) are adequate and

Self Assessment Report (SAR) ASEAN University Network–Quality Assurance (AUN-QA)vi

updated to support education and research [1] ................................................................................................................399.2 Library and its resources are adequately updated to support education and research [3,4] ........................................409.3 Laboratories and equipment are adequate and updated to support education and research [1,2] ............................419.4 IT facilities including e-learning infrastructure are adequate and updated to support education and research [1, 5, 6] .......419.5 Standards for the environment, health, and safety and access for people with special needs are defined and

implemented [7] ...................................................................................................................................................................42

Criterion 10: Quality Enhancement ............................................................................................................ 4210.1 Stakeholders’ needs and feedback serve as input to curriculum design and development ........................................4310.2 The curriculum design and development process is established and subjected to evaluation and enhancement [2] 4310.3 The teaching and learning process and student assessment are continuously reviewed and evaluated to ensure their

relevance and alignment [3] ...............................................................................................................................................4410.4 Research Output is used to enhance teaching and learning [4] .....................................................................................4410.5 Quality of support services and facilities (at the library, laboratory, IT facility and student services) is subjected to

evaluation and enhancement [5] ........................................................................................................................................4510.6 The stakeholder’s feedback mechanisms are systematic and subjected to evaluation and enhancement [6] ............45

Criterion 11: Output .................................................................................................................................... 4611.1 Pass rates and dropouts are established, monitored, and benchmarked for improvement [1] ....................................4611.2 The average time to graduate is established, monitored and benchmarked for improvement [1] .............................4611.3 Employability of graduates is established, monitored and benchmarked for improvement ........................................4711.4 The types and quantity of research activities by students are established, monitored, and benchmarked for

improvement ....4811.5 The satisfaction levels of stakeholders are established, monitored and benchmarked for improvement ....................48

PART 3 STRENGTHS AND WEAKNESSES ANALYSIS .................................................................................... 513.1.1 Program Strengths and Areas for Improvement ..............................................................................................................523.1.1. Checklist for AUN-QA Self-Assessment at Programme Level ...........................................................................................53

PART 4 APPENDICES ............................................................................................................................ 57

Part I Education | vii

Table 1 Aligning vision, mission of University, Faculty and Department ...................................................................................5Table 2 Expected Learning Outcomes (ELOs) .................................................................................................................................8Table 3 Specific Learning Outcomes and Generic Outcomes .......................................................................................................9Table 4 Program Specification ......................................................................................................................................................10Table 5 Curriculum Clusters based on Content ............................................................................................................................13Table 6 Aligning Course to Programme Learning Outcomes .....................................................................................................14Table 8 Grade Point Achievement Criteria ...................................................................................................................................22Table 9 Number of Lecturers and Educational Qualifications ....................................................................................................25Table 10 Staff-to-Student Ratio ....................................................................................................................................................26Table 11 Research Activities ..........................................................................................................................................................27Table 12 Human Resources Plan ..................................................................................................................................................29Tabel 13 Research Conducted by Academic Staff .......................................................................................................................31Tabel 14 Academic Staff Publication ............................................................................................................................................32Table 15 Human Resources Plan for Support Staff .....................................................................................................................33Table 16 Support Staff available in the Last 5 Academic Years. ...............................................................................................34Table 17 Intake of First-Year Students (last 5 academic years) .................................................................................................36Table 18 Total Number of Students (Last 5 Academic Years) ....................................................................................................36Table 19 The Collections of the Faculty of Shari’a and Law Library .........................................................................................40Table 20 The Printed and Digital Collections of Main University Library .................................................................................41Table 21 Pass Rates and Dropout Rates in the Last Five Years .................................................................................................46Table 22 Students Average GPA within the Last Five Academic Years .....................................................................................47Table 23 Satisfactory Survey of Stakeholders ..............................................................................................................................49

List of Figures and Tables

Self Assessment Report (SAR) ASEAN University Network–Quality Assurance (AUN-QA)viii

List of Abbreviations

AIS Academic Information System

APHKI Department of Family Law Association

AUN-QA ASEAN University Network-Quality Assurance

BA Undergraduate Level

BAN-PT National Accreditation Body for Tertiary School

BKD Lecturer Workload

CAT Computer Assessed Test

DEMA Faculty Student Council

EC Elective Course

EDOM Evaluation of Lecturers by Student

Elkamasy Legal Studies and Discussion

ELOs Expected Learning Outcomes

FC Full Compliance

FGD Focus Group Discussion

FlAT Student Language Institute

FO Fibre Optic

FP Final Project

GA Graduate Attributes

GP Graduate Profiles

GPA Grade Point Average

HIQMA Himpunan Qori dan Qoriah Mahasiswa

HMPS Department of Family Law Student Association

IAEC Intensive Academic English Course

IAIN Institute Agama Islam Negeri

Part I Education | ix

IBK Islamic General Knowledge

IKU Activities, goals and performance indicators

KKNI Indonesia National Qualification Framework

KPA ARKADIA Kelompok Pencipta Alam-Arti Keagungan dan Keindahan Alam

KSR PMI Students Cooperation, and Indonesian Red Cross Voluntary Corps

LKP Staff Performance Report

LP2M Research and Community Service Agency

LP2M Institute of Research and Community Service

LPM The Quality Assurance Agency

LPP Legal Professional Practicum

LT Legal Theory

MC Moderately Compliance

MenristekMinistry of Research Technology and Higher Education of the Republic of Indonesia

NGK National General Knowledge

NIDK Special Lecturer Identification Number

NIDK Special Lecturer Identification Number

NIDN National Lecturer Identification Number

NIDN National Lecturer Identification Number

NUPN National Teacher Number

ORTALA Organisasi Tata Laksana

PC Partially Compliance

PDSS Pangkalan data Siswa Sekolah

PEO Program Educational Objectives

PL Procedural Law

PNS Civil Servants

Pramuka Scout

PUSLITPEN Centre for Research and Publication

RANITA Kelompok Mahasiswa Pencipta Lingkungan Hidup dan Kemanusiaan

RPS Learning Plan Design

S 1 Strata Satu

S 2 Strata Dua

S 3 Strata Tiga

Self Assessment Report (SAR) ASEAN University Network–Quality Assurance (AUN-QA)x

SAR The Self-Assessment Report

SBMPTN Joint Entrance Test for State University

SBMPTN National Academic Islamic Higher Education Institutions

SCL Student Centred Learning

SH Bachelor of Law

SIFL Substantive Islamic Family Law

SK Skill Knowledge

SNL Substantive National Law

SNMPTN National Entrance Selection for State University

SNMPTN State Higher Education National Selection

SNPT Sistem Nasional Perguruan Tinggi

SOP Standard Operational Procedure

SPAN-PTKINAcademic Achievement based-Selection of the Islamic Higher Education Institutions

SPMB Institutional Selection

UIN Universitas Islam Negeri

UMPTKIN Islamic Higher Education Institutions Selection

INTRODUCTIONPART 1

Self Assessment Report (SAR) ASEAN University Network–Quality Assurance (AUN-QA)2

Department of Family Law, Faculty of Sharia and LawUniversitas Islam Negeri Syarif Hidayatullah Jakarta

1.1 Executive Summary This is a Self-Assessment Report (SAR) submitted to The ASEAN University Networks-Quality Assurance (AUN-QA) by the Department of Family Law (DoFL) of the Faculty of Shari’a and Law, UIN Syarif Hidayatullah Jakarta. This is a part of the institution’s commitment to quality enhancement. It is expected that the DoFL obtains feedbacks for self-assessment and continuous improvements.

In the meantime, the DoFL has made improvements in various aspects. The followings are some of the achievements:

1. The DoFL successfully has achieved grade “A” accreditation from the National Accreditation Board for Higher Education (BAN-PT) with the value of 390 from the 400-point scale in 2016.

2. The DoFL has continuously undertaken academic development and increased the quantity and quality of the national and international publications produced by the academic staff.

3. The DoFL has implemented the national curriculum of Indonesian National Qualification Framework (KKNI) that emphasizes the “learning outcomes” of the program and courses. This system provides clearer distinctions of every program and defines “expected learning outcomes” (ELO) of each level in the program. The DoFL conducts a curriculum review every four years, or depending on the demand of the society and the changing policies by the government. Three considerations in the curriculum review, such as: a) ensuring that the content is relevant to the demand of the society; b) adapting the curriculum from other institutions to develop knowledge on family law; c) requesting feedbacks from alumni and stakeholders.

4. The DoFL improves the quality of the learning process by recruiting qualified lecturers with relevant expertise to the need of the Department. Moreover, the lecturers are encouraged to prioritize students in the learning process by implementing the Student Centred Learning approach. For the excellence of the learning process, all lecturers are evaluated, and obliged to fill the form of Lecturer’s Performance. This is to enable internal assessors to conduct evaluations. The similar evaluation is also applied to the academic support staff. Another evaluation mechanism is a direct evaluation by students during learning periods. This can be done through Lecturer Evaluation by Students (Evaluasi Dosen oleh Mahasiswa/ EDOM). Besides, there has been a continuous evaluation by the Centre for Quality Development and Assurance (CeQDA) of the University, Faculty Board of Quality Assurance, and the internal quality assurance to maintain continuous improvement. The DoFL and the Faculty of Shari’a and Law and the University possess qualified human resources to do the evaluation and improvement.

5. The DoFL has generated graduates to become professionals in the field of family law, especially to become the Religious Court judges (Mahkamah Shar’iyyah), court clerks, lawyers, legal consultants, legal analysts, mediators, and Islamic family law administrators.

6. The student recruitment process has become more competitive and selective to obtain students with good qualification.

7. Sufficient supports in terms of human resources (lecturers and academic staff) and facilities for the excellence of the DoFL.

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8. The abovementioned infrastructures include:

a) Academic Information System (AIS): this system provides various academic information, such as course schedule, students’ study plan, grading, course attendance, and the academic advisor’s approvals;

b) E-letter: correspondence system generated by the Faculty of Shari’a and Law for students to send letters online at their convenience.

c) E-journal and E-library access: this is available in the library of Faculty of Shari’a and Law, and the University main library.

9. In terms of institutional cooperation, the DoFL has established cooperation with various institutions from the United States, the Netherland, Germany, Canada, Australia, Egypt, and Malaysia. The cooperation is developed with government and non-government institutions, and mostly focus on research, teaching and learning, and social development through the Memorandum of Understanding.

10. The DoFL also develops cooperation with various legal institutions, such as the Religious Courts, the Religious High Courts, the Supreme Courts, and the Judicial Court. This kind of cooperation is, especially, to enhance legal education in the DoFL, such as Moot Court, Religious Courts practicum, lawyering and advocacy, the practicum of Religious Office Affairs, Legal Aids in the Religious Courts, mediation services, and legal consultation.

The SAR consists of four parts. The first part is the introduction consisting of the executive summary of the SAR; the organization of self-assessment report; and a brief description of the university, faculty and department. The second part is the self-self-assessment of the DoFL based on the AUN-QA criteria. The third part is the analysis of the Department’s strengths and weaknesses. The fourth part consists of appendices as the evidence to the statement made in the second part.

1.2 The Organization of the Self-Assessment ReportThe Dean of the Faculty of Shari’a and Law has appointed a team to develop the SAR document. The team is chaired by the Head of the Family Law Program and assisted by the vice chairman, the secretary, the deputy secretary and the support team.

In writing the Self-Assessment Report, the team is divided into 7 (seven) groups, Group 1 prepares Criteria I and II (Learning Outcome and Program Specification), Group 2 Criteria III and IV (Program Structure and Content), Group 3 prepares Criterion V (Student Assessment and Student Quality Support), Group 4 for Criteria VI and VII (Academic Staff and Support Staff ), Group 5 prepares Criteria VIII and IX (Facilities and Infrastructure), Group 6 works on Criteria X (Quality Enhancement), and last is Group 8 which prepares Criteria XI (Output). The committee team also consists of a range of leaders in the Faculty of Shari’a and Law and several professors who have experience in the accreditation process. The preparation for composing the SAR for international accreditation has been implemented since July 2017.



1.3 Profile of the Institution1.3.1 UIN Syarif Hidayatullah Jakarta IAIN Syarif Hidayatullah Jakarta (Appendix 1.3.1) officially became UIN Syarif Hidayatullah based on Presidential Decree no. 031 on May 20, 2002. The Presidential Decree legitimated the change of IAIN to UIN Syarif Hidayatullah Jakarta. At present, there are 11 faculties at Jakarta UIN, which are: Faculty of Tarbiya and Teaching Sciences, Faculty of Literature and Humanities, Faculty of Usul al-Din and Philosophy, Faculty of Shari’a and Law, Faculty of Da’wa and Communication, Faculty of Dirasat Islamiyah, Faculty of Psychology, Faculty of Economic and Business, Faculty of Science and Technology, Faculty of Medical and Health Science, Faculty of Social and Political Science, and Graduate School.

The transformation of IAIN to UIN is expected to accelerate the process of integration between religious sciences and other sciences, such as humanities, medicine, etc. This aims at producing graduates that possess responsive and adaptive paradigms in responding to various issues in society.

The process of transformation brings about the impact of change and adjustment policy as written in Rector Decree no. 16 of 2002. It also means that the integration of scholarship will be seen in the degrees held by students (whether S1, S2, S3) who have finished their studies so that alumni of UIN Syarif Hidayatullah have equal opportunities with alumni from various other universities.

1.3.2 The Faculty of Shari’a and LawThe Faculty of Shari’a and Law was previously called The Faculty of Shari’a. The naming of the Faculty of Shari’a and Law reflects the spirit of integration of Jakarta UIN. This means that the Faculty consider the integration of the study of law, Islamic law and other disciplines of knowledge.

Currently, there are six undergraduate departments under the Faculty of Shari’a and Law: The DoFL, the Department of Comparative Islam Legal Thoughts, the Department of Constitutional Law, the Department of Islamic Criminal Law, the Department of Islamic Economic Law, the Department of Legal Science. As for the Master Program, the Faculty of Shari’a and Law operates Master Program of Islamic Economic Law, and Master Program of Family Law.

It is expected that the graduates of the Faculty of Shari’a and Law have competences to become Islamic judges, lawyers, legal consultants, administrators in Religious Affairs Offices. At present, the Faculty of Shari’a and Law formulates the curriculum based on Indonesian National Qualification Frameworks (KKNI) and National Standard of Higher Education.

1.3.3 The Department of Family LawThe Department of Family Law is one of the oldest programs at Syarif Hidayatullah State Islamic University. The program was officially established in 1968 along with the establishment of the Faculty of Shari’a. The “Family Law Program” (Ahwal Syakhshiyyah) is a new name given to the program previously known by the names “Qadha‘”, “Religious Courts”, and “Ahwal Syakhshiyyah”.

https://www.youtube.com/watch?v=_YL6g8ZJzj8

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The vision and mission of the DoFL are in line with the vision and mission of the Faculty of Shari’a and Law, and the University, as follow:

Table 1:Aligning vision, mission of University, Faculty and Department

University Faculty Department

Vision “UIN Syarif Hidayatullah Jakarta - Towards a World Class University with Excellence in integrating the values of Science, Islam and Indonesianness.”

Excellent in the Sciences of Sharia and Law based on the Perspective of Islam, Indonesianness, and Humanity, in Southeast Asia in 2018, and Internationally in 2026.

Excellent in the integration of knowledge on family law science based on the values of Islam, Indonesianness, and Humanity, in Southeast Asia in 2018, and Internationally in 2026.

Mission 1. To provide a good and relevant higher education as a tool to develop science, to create social transformation, and to increase national competitiveness

2. To organize a higher education within a good cultural and structural framework, integrity, and accountability

1. To provide a good and relevant higher education in the field of shari’a and law as a tool to develop science, to create social transformation and to increase national competitiveness;

2. To provide a high quality higher education in the field of shari’a and law within a good cultural and structural framework, integrity, and accountability

3. To improve the quality of education in the discipline of shari’a and law that integrates the value of science, Islam, Indonesianness and humanity, based on the national standard of higher education;

4. To improve the quality of research in the discipline of shari’a and law that is beneficial for society;

5. To provide noble ethical principles for the development and implementation of shari’a and law science in society;

6. To carry out community services in order to enhance the knowledge, cognition and implementation of shari’a and law;

7. To strengthen the modern higher education management system for the discipline of shari’a and law based on the principles of transparency, meritocracy, professionalism; and

8. To optimize the cooperation networks in the local, national, and international levels, especially that are related to the education, research, and services on shari’a and law.

1. To provide a good and relevant higher education in the field of family law as a tool to develop science, to create social transformation and to increase national competitiveness;

2. To provide family law education that integrates the value of science, Islam, Indonesianness and humanity;

9. To provide family law education within a good c ultura l and structural framework, integrity, and accountability

3. To produce graduates who are p ro fe s s i o n a l, exce l l e nt, a n d competitive in the field family law;

4. To develop a comprehensive family law study program in line with the dynamic of society, humanity, and the needs of globalization;

5. To carry out community services through the interaction of the institution with the society in the field of family.



The objectives of the DoFL are:

1. To organize a high quality, competitive and innovative higher education to produce graduates who possess the ability to integrate family law discipline with the values of Islam, Indonesianness, and humanity;

2. To organize a high quality higher education to produce competence graduates in the field of family law that are able to respond to the need of the society;

3. To produce professional and competitive graduates who have a deep and comprehensive understanding of Islamic law (Shari’a) and positive law;

4. To produce research and scholarly publications in the field of family law, recognizable nationally and internationally;

5. To organize community services through various institutions for the prosperity of the society;

6. To develop cooperations, partnership, and networking with national and international universities, and government and non-government institutions;

7. To maintain good governance in the level of study program to maintain a strong and accountable organization for the effectiveness and efficiency of resources through various cooperations with alumni and potential partners.

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AUN-QA CRITERIAPART 2



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 [1,2]The Department of Family Law uses the vision and mission of the University as the main reference in designing the Expected Learning Outcomes (ELOs). The vision of the State Islamic University is: “toward a World Class University with Excellence in integrating the values of Science, Islam and Indonesianness in 2036.” (Appendix 1.1.1), (Statute, 2014, Appendix 1.1.2/ Statute 2018/ Appendix 1.1.3), Strategic Plan, 2012-2016/ Appendix 1.1.4, Strategic Plan 2017-2021/ Appendix 1.1.5).

The concept of integration is the eminence of the Jakarta UIN and becomes its significant contribution to strengthening the moderation of religion and Islam in Indonesia. The concept is implemented in various aspects of education such as ELOs, curriculum, and course designs.

Apart from the vision and mission, there are several other considerations in the formulation of ELOs namely: Graduate Profiles (GP) (Appendix 1.1.7), Program Educational Objectives (PEO) (Appendix 1.1.8), Graduate Attributes (GA) (Appendix 1.1.9), stakeholder needs (Appendix 1.1.10), National Regulation on Curriculum and Higher education (Law No. 44 of 2015/ Appendix 1.1.11), and benchmarking to some prominent national (Appendix 1.1.12 dan Appendix 1.1.12) and international universities through direct site visits (Appendix 1.1.13) and online benchmarking (https://www.monash.edu/law/current-students/undergraduate),

Previously, the DoFL had implemented 53 ELOs called Program Learning Outcomes since 2015-2018 (Appendix 1.1.14). These were developed based on the KKNI model. Since 2018, the ELOs has been evaluated and revised based on the AUN-QA standard. Adapting Bloom’s Taxonomy of learning domains, the DoFL formulates ELOs that cover the affective, cognitive, and psychomotor domains as is shown in the following table.

Table 2Expected Learning Outcomes (ELOs)

Number Description Domain

ELO 1 Able to internalize religious values, morality, and professional legal ethics based on the value of Islam, Indonesianness, humanity, and globalization.

Affective

ELO 2 Able to analyze procedural law in the religious courts, which includes family law, civil law, and shari’a economic law, integrative with the value of Islam, Indonesianness, and humanity.

Cognitive

ELO 3 Able to implement formal law in the Religious Courts individually or in a team. Cognitive

ELO 4 Able to analyze theories and methods of legal findings, in the form of decisions, legal opinion, legal analysis to resolve legal matters in the society.

Cognitive

ELO 5 Able to implement court administration management in the Religious Courts individually and in a team; Cognitive

ELO 6 Able to conduct advocacy, mediation, legal consultation and aids, and legal analysis within litigation and non-litigation individually and in a team.

Cognitive

https://www.uinjkt.ac.id/vision-mission-and-objective/

http://lpm.uinjkt.ac.id/wp-content/uploads/2018/08/PMA-Nomor-17-Tahun-2014-1.pdf

http://lpm.uinjkt.ac.id/wp-content/uploads/2018/10/PMA-NOMOR-1-TAHUN-2018.pdf

http://lpm.uinjkt.ac.id/wp-content/uploads/2018/10/PMA-NOMOR-1-TAHUN-2018.pdf

http://lpm.uinjkt.ac.id/wp-content/uploads/2017/10/Renstra-UIN-Jakarta-2013.pdf

http://lpm.uinjkt.ac.id/wp-content/uploads/2018/02/Renstra_2017-2021-ok.pdf

https://www.youtube.com/watch?v=rNV-vTGgBLQ

https://www.youtube.com/watch?v=kWguLTtSQK0

https://drive.google.com/open?id=1n2En41J02hTHBHe5OHfONErLxZOZpuEn

https://drive.google.com/file/d/1e01UXMI8ATh-XdQ81SikgSDxsbMNPSGf/view?usp=sharing

https://drive.google.com/file/d/1Ddf5r2bFmE3hUal0Tf0YrYrz0kp1aiaS/view?usp=sharing

https://drive.google.com/file/d/1Yr7qzNem26NKdKWkd9R9jotltXQweIVl/view?usp=sharing

https://www.monash.edu/law/current-students/undergraduate)

https://www.monash.edu/law/current-students/undergraduate)

https://drive.google.com/drive/u/1/folders/1HM1iE7VSNJ_ZJog0juATj5q7bTnESL4V

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Number Description Domain

ELO 7 Able to implement marriage administration and endowments according to his/her professional responsibility;

Cognitive

ELO 8 Able to conduct research on family law to solve legal problems in society, and disseminate the result using information and communication technology.

Cognitive

ELO 9 Able to demonstrate communication skills in Indonesia, Arabic, and English orally and written. Psychomotor

ELO 10 Able to demonstrate the use of information technology, communication, media effectively to support professional development.

Psychomotor

The formulation of ELOs has undergone planned and systematic discussions involving various parties, such as dean, academic staff, students, alumni and stakeholders. Furthermore, ELOs have been evaluated and complemented through Focus Group Discussion (FGD) (Appendix 13), workshops (Appendix 14), surveys (Appendix 15), and benchmarking (Appendix 16). In general, the stakeholders approve the review results (Appendix 17).

1.2 The expected learning outcomes cover both subjects specific and generic (i.e. transferable) learning outcomes [3]

The design of ELOs accommodates Specific Learning Outcomes and Generic Learning Outcomes (transferable skills). Courses are designed to prepare students with affective, cognitive and psychomotor skills, doubled with general and specific outcomes.

Table 3 Specific Learning Outcomes and Generic Outcomes

Number Specific Learning Outcomes Generic Learning outcomes

ELO 1 √

ELO 2 √

ELO 3 √

ELO 4 √

ELO 5 √

ELO 6 √

ELO 7 √

ELO 8 √ √

ELO 9 √

ELO 10 √



1.3 The expected learning outcome clearly reflects the requirements of the stakeholders [4]ELOs reflect the need of stakeholders with regards to students’ competence for their future professional needs. This is in accordance with the state’s policy, especially the Presidential Decree No. 8 of 2012 on Indonesian National Qualification Frameworks, stating that the learning outcomes of the undergraduate program should be at least in the 6th level of the KKNI (Appendix 1.3.1).

In the formulation and review of ELOs, the DoFL involves internal and external stakeholders, the Dean and Vice Deans, academic staff, students, alumni, judges, registrars, advocates, family law consultants, mediators, marriage administrators, and employers. Stakeholders provide inputs in the formulation of ELOs (Appendix 1.3.3)

The revision of ELOs is conducted once in every four years by involving stakeholders and users. The latest review was undertaken in 2014 (Appendix 1.3.4) and 2018 (Appendix 1.3.5). This is in line with the policy of the Ministry of Research Technology and Higher Education and the Ministry of Religion with regards to the implementation KKNI (Appendix 1.3.6).

Criterion 2: Program Specification 2.1 The information in the program specification is comprehensive and up-to-date [1,2]Program Specification information includes: (1) the University’s vision and mission; (2) the Faculty’s vision and mission; (3) the Department’s vision and mission; (4) the Department’s scientific mandate; (5) graduate profiles; (6) Program Educational Objectives; (7) Expected Learning Outcomes; (8) curriculum; (9) job opportunities; (10) student admission; (11) teaching and learning strategies; (12) student assessments; (13) student supports; (14) facilities and infrastructure; (15) academic staff; (16) student organizations; (17) alumni association; and (16) code of conduct.

Table 4 Program Specification

Program Specification

Name of Institution Universitas Islam Negeri Syarif Hidayatullah Jakarta

Faculty Shari’a and Law

Department Family Law (Ahwal al Syakhshiyyah)

Postal Address Jalan Ir. H. Djuanda Number 95, Ciputat, Jakarta 15412, Indonesia

Website www.fsh.uinjkt.ac.id/ www.hk.fsh.uinjkt.ac.id.

Email [email protected].

Teaching Institution Universitas Islam Negeri Syarif Hidayatullah Jakarta

Telephone/ Fax. (62-21) 74711537, 7401925/ (62-21) 7491821

Accreditation No. No. 2464/SK/BAN-PT/Akred/S/X/2016

https://drive.google.com/file/d/1CuDZQf5hBeVljSxYVLug-uD1_7oiTNK4/view?usp=sharing

https://drive.google.com/file/d/0B-Vh-jdoituzaGdXLXZHbFVLNzU3dG8zeDV3NzA1XzJ6aEJj/view?usp=sharing

https://drive.google.com/open?id=0B-Vh-jdoituzaGdXLXZHbFVLNzU3dG8zeDV3NzA1XzJ6aEJj

https://drive.google.com/file/d/1ljEUtZ1NDbtuZt0MJSuZ07jwOAE6KQqd/view?usp=sharing


http://www.fsh.uinjkt.ac.id/

http://www.hk.fsh.uinjkt.ac.id

mailto:[email protected]



Program Specification

Accreditation Score 390/ A (Exellent)

Validity Period October 20, 2016 – October 20, 2021 (5 (Five Years)

Academic Title/ Name of the final award Sarjana Hukum (SH)

Code of Study Program 74230

Language of Instruction Indonesia, Arab and English

Relevant Study Program Legal Science and Shari’a Economic Law

Study Period 4 – 6 years

Admission Requirement Graduates of pesantren, private Madrasah Aliyah, State-affiliated Madrasah Aliyah, general Senior High School from all majors and specialities

Head of Department Dr. Abdul Halim, M.Ag.

Secretary of Department Indra Rahmatullah, MH.

The DoFL regularly updates the Program Specification by involving the Faculty leader forum, the academic staff, and the faculty members (Appendix 2.1.1). The Program Specification has corresponded the ASEAN University Network Quality Assurance (AUN-QA) since May 2017. This has been followed by continuous improvements and changes in management. All information is compiled in a profile video of the Faculty of Shari’a and Law and made available via Faculty’s and Department’s Youtube Channel. Additional information includes teaching and learning activities, students and staff members’ testimonies, and campus life.

2.2 The information in the course specification is comprehensive and up-to-date [1,2]Course Specification is comprehensively designed according to KKNI and AUN-QA standard (Appendix 2.2.1). All courses are formulated in details as is elaborated in course syllabi (RPS) (Appendix 2.2.2). According to the Regulation of the Minister of Research, Technology and Higher Education No. 44 of 2015 on the National Standard of Higher Education (Appendix 2.2.3), courses syllabi consist of:

1) Name of Department, Course Code, Credits, Name of Lecturers

2) Timelines

3) Course outcomes

4) Teaching materials

5) Planned final competence to accomplish graduates’ learning achievement

6) Teaching and learning methods

7) Time allocation to achieve targeted competences in each learning process

8) Students assessment description for one semester

9) Assessment criteria and indicators

10) List of references.

https://drive.google.com/file/d/1WW6vMAW-qbMiPBu1bkGeWVQzVUoGwWFV/view?usp=sharing

https://www.youtube.com/watch?v=claUm0bShfE

https://drive.google.com/open?id=1CuDZQf5hBeVljSxYVLug-uD1_7oiTNK4

https://drive.google.com/open?id=1CuDZQf5hBeVljSxYVLug-uD1_7oiTNK4

https://drive.google.com/file/d/1KfGZ_znnbxGuFNl2YmQd2KwoVOPQSOks/view?usp=sharing

https://drive.google.com/open?id=1n2En41J02hTHBHe5OHfONErLxZOZpuEn



The course specifications are updated every year at the beginning of the academic year during the annual meeting for academic staff. The content is updated by considering the current development and the recommendations from the stakeholders. The details can be seen in the sample of course syllabi (Appendix 2.2.4).

2.3 The program and course specifications are communicated and made available to the stakeholders [1,2]

Program Specification is comprehensively formulated, documented, published, and communicated to the stakeholders. All information is made available in print and online in the university prospectus, brochures, booklets, banners, Academic Guide Book, the university website (www.uinjkt.ac.id), the faculty website (fshuinjkt.ac.id), and the department website (hk.fsh.uinjkt.ac.id). The updated Program Specification is published at every beginning of the academic year in August each year. It is also available in three languages: Indonesian, Arabic, and English. The dissemination of the Program Specification to stakeholders is planned and done through activities such as Career Day, Shari’a Event, Focus Group Discussions, workshops, the annual alumni meeting, and through social media such as WhatsApp group of Family Law, Instagram, and Facebook (Appendix 2.3.2).

Criterion 3: Program Structure and Content 3.1 The curriculum is designed based on constructive alignment with the Expected

Learning Outcomes [1]The current curriculum of the DoFL is based on the Indonesian National Qualification Framework (KKNI); Rector Decree of Jakarta UIN No. 15 of 2015 on UIN Jakarta Curriculum Development Guide (Appendix 3.1.1); and Rector Decree of Jakarta UIN No, 215 of 2016 about the Changes in Rector Decree No. 10 of 2015 on Jakarta UIN Curriculum Development Guide (Appendix 3.1.2). Furthermore, the curriculum is developed based Expected Learning Outcomes. The change in the curriculum and the revision of ELOs, as part of continuous improvement, have resulted in a new curriculum of 2018 that is effectively implemented since September 2018 (Appendix 3.1.3).

The curriculum is classified into several curriculum clusters to facilitate ELOs attainment. This means that the curriculum and credits in each semester aim at supporting the accomplishment of ELOs, as is shown in the following table:

https://drive.google.com/file/d/1idOWikjXv8DxIAGME1QVt6AFra_HPTPD/view?usp=sharing

http://www.uinjkt.ac.id

http://www.uinjkt.ac.id

https://www.instagram.com/prodihk.uinjkt/

https://drive.google.com/file/d/1E-k2ucMHcTf30PkAz2Tq3owaKe9gfRDi/view?usp=sharing

https://drive.google.com/open?id=1E-k2ucMHcTf30PkAz2Tq3owaKe9gfRDi





Table 5:Curriculum Clusters based on Content

No Cluster Description ELOs Credit %

1 National General Knowledge (NGK)(Compulsory)

To support the accomplishment of ELO 1 related to the concept of Indonesianess, integrated with Islamic values. 1 14 14,10 %

2 Islamic General Knowledge (IBK)(Compulsory)

To support the accomplishment of ELO 1 related to the concept of Islam integrated with the concept of Indonesianess

1 21 21,14 %

3 Substantive National Law (SNL)(Compulsory)

To support the accomplishment of ELO 3 related to Indonesian private law integrated with Islamic values.

1, 3 7 6,4 %

4 Substantive Islamic Family Law (SIFL)(Compulsory)

To support the accomplishment of ELO 1, 2, 4, and 7 related to material law integrated with the concept of Indonesianess and humanity

1, 2, 4, 7 22 22,15 %

5 Procedural Law (PL)(Compulsory)

To support the accomplishment of ELO 3, 5, 6, and 7 related to the skills of litigation and non-litigation for graduates’ future as legal professionals, mediators and legal consultants.

3, 5, 6, 7 17 17,12 %

6 Legal Professional Practicum (LPP)(Compulsory)

To support the accomplishment of ELO 3, 4, 5, 6, and 7 to obtain knowledge and practical skills in the Religious Courts (Religious Courts, Religious High Courts, and the Supreme Court of Indonesia), such as advocates, mediators, religious court administrators, and legal consultants.

3, 4, 5, 6, 7 16 16,11 %

7 Legal Theory (LT)(Compulsory)

To support the accomplishment of ELO 4 and 8 with regards to knowledge in elaborating theories, legal opinions (fatwa), legal analysis in as the competence of graduates.

4, 8 22 22,15 %

8 Skill Knowledge (SK)(Compulsory)

To support the accomplishment of ELO 9 and 10 as a mean to achieve life-long learning to promote professionalism.

9, 1015

15,10 %

9 Elective Courses (EC) To support the accomplishment of ELO 2, 3, 4, and 8 to provide knowledge for students’ final project (BA thesis) on the contemporary family law and the skills of critical thinking, problem-solving, and life-long learning.

2, 3, 4, 8 6 6,4 %

10 Final Project (FP)(Compulsory)

To support the accomplishment of ELO 8, 9, and 10 to support the skills of academic writing, analysing, comparing, critical thinking, self-time management, self-evaluation, and resources literacy.

8 6 6,4 %

Total 146 100%

In the curriculum structure, every course is designed to contribute to the attainment of ELOs (Appendix 3.1.4).

https://drive.google.com/open?id=1HrYKgf_ZZJJbW-Ru0XyTXW-4Uavrx7MP



3.2 The contribution made by each course to achieve the expected learning outcomes is clear [2]

The DoFL ensures that all courses contribute to ELOs in different level: Full Compliance (FC), Moderately Compliance (MC), and Partially Compliance (PC), as is shown by the following table:

Table 6:Aligning Course to Programme Learning Outcomes

The curriculum of the Department of Family Law 2018

Semester No. Course Cluster C/E CreditPrerequisite Expected Learning Outcomes (ELOs)

1 2 3 4 5 1 2 3 4 5 6 7 8 9 10

1

1 Pancasila NGK C 2 z

2 Introduction to Legal Science NGK C 2 √ z z

3 Islamic Studies I IGK C 2 √ z z

4 Arabic Language C 3 z z z

5 Quranic Sciences IGK C 2 z

6 Hadith Sciences IGK C 2 z

7 Islamic Jurisprudence in Worship

IGK C 2 z z z

8 Indonesian Language NGK C 3 z z z

9 English Language SK C 3 √ z z z

Sub Total 21


1 2 3 4 5 1 2 3 4 5 6 7 8 9 10

2

10 Civic Education NGK C 2 z

11 Introduction to Indonesian Law

NGK C 2 } z

12 Islamic Studies II IGK C 2 √ z

13 Principles of Islamic Jurisprudence I

LT C 3 √ z z

14 Legal Logic and Reasoning LT C 2 z z

15 History of Islamic Law (Tarikh Tasyri’)

IBK C 2 z z

16 Practicum of Worship LPP C 1 z

17 Islam and Knowledge IGK C 3 z

18 Reading of Islamic Legal Resources (Qira’atul Kutub)

SK C 2 z } z z z

19 English for Legal Studies SK C 2 √ z z z

20 Quranic Recitation Practicum LPP C 1 z z

Sub Total 22



Semester No. Course Block C/E CreditPrerequisite Expected Learning Outcomes (ELOs)

1 2 3 4 5 1 2 3 4 5 6 7 8 9 10

3

21 Constitutional Law NGK C 2 } }

22 Contract Law SNFL C 2 } z

23 Islamic Jurisprudence on Marriage I

SIFL C 2 z

24 Islamic Jurisprudence on Inheritance I

SIFL C 2 z

25 Principles of Islamic Jurisprudence II

SIFL C 3 z z

26 Quranic Exegesis on Islamic Law/ Tafsir Ahkam

SIFL C 3 z z

27 Hadith on Islamic Law/ Hadis Ahkam

SIFL C 3 z z

28 Islamic Jurisprudence on Economy/ Fiqh Muamalat

IBK C 2 } z

29 Islamic Jurisprudence on Politics/ Fiqh Siyasah

IBK C 2 }

30 Islamic Jurisprudence on Criminal Law/ Fiqh Jinayah

IBK C 2 }

Sub Total 23

Semester No. Course Block C/E CreditPrerequisite Expected Learning Outcomes (ELOs)

1 2 3 4 5 1 2 3 4 5 6 7 8 9 10

4

31 Criminal Law NGK C 2 √ z

32 Procedural Law SNFL C 3 √ z

33 Islamic Jurisprudence on Marriage/ Fiqh Munakahat II

SIFL C 3 z

34 Islamic Jurisprudence on Inheritance/ Fiqh Mawaris II

SIFL C 3 z

35 Methods in Islamic Jurisprudence /Qowaid Fiqhyah

C 3 z z

36 Sociology of Law C 2 z

37 Philosophy of Islamic Law C 2 z

38 Islamic Astronomy/ Ilmu Falak

C 3 z

Sub Total 21




1 2 3 4 5 1 2 3 4 5 6 7 8 9 10

5

39 Criminal Procedural Law PL C 2 √ }

40 Private Procedural Law PL C 3 √ z z

41 Comparative Islamic Legal Thoughts on Marriage/ M.M. Fil Munakahat

SIFL C 2 z z

42 Religious Courts in Indonesia PL C 3 z z z

43 Issues in Islamic Jurisprudence/ Masail Fiqhiyah

SIFL C 2 z z z

44 Philosophy of Law LT C 2 } z

45 Customary Law NGK C 2 } z

46 Agrarian and Endowment Law

SNFL C 2 z

47 Research Methods LT C 2 z

48 Religious Court Administration Management

C 2 z z

Sub Total 22


1 2 3 4 5 1 2 3 4 5 6 7 8 9 10

6

49 Advocacy PL C 2 z z z

50 Statutory Science PL C 2 z z

51 Arabic Manuscript Studies SK C 2 z z z

52 Procedural Law in the Religious Courts

PL C 3 z z

53 Family Law Jurisprudence C 2 z z z z

54 Rel ig ious Af fa i rs O f f ice Practicum

LPP C 2 z z

55 Methods in Legal Research LT C 3 z

56 IT-Based Case Management C 2 z z

57 Student Community Service LPP C 3 z z z z

Sub Total 20


1 2 3 4 5 1 2 3 4 5 6 7 8 9 10

7

58 Internship LPP C 2 z z

59 Mediation Practicum LPP C 2 z z

60 Religious Courts Practicum LPP C 2 z z

Sub Total 6




1 2 3 4 5 1 2 3 4 5 6 7 8 9 10

861 BA Thesis

FP C6 z z z z z

Comprehensive Exam 0 z z z z

Sub Total 6

Elective Course of Department of Family Law 2018


1 2 3 4 5 1 2 3 4 5 6 7 8 9 10

7

62 Family Law in the Islamic World *

EC E 2 z z z

63 Islamic Law and Human Rights*

EC E 2 z z

64 Children and Women Protection Law *

EC E 2 z z

65 International Procedural Law (2) *

EC E 2 } } z

66 Islamic Economic Law* EC E 2 z z

67 Family Financial Management*

EC E 2 {

68 Computer Assisted Test System *

EC E 2 z

69 Entrepreneurship* EC E 2 {

Sub Total 6

NoteNGK National General Knowledge LT Legal Theory IBK Islamic General Knowledge SK Skill Knowledge SNL Substantive National Law E Elective Course SIFL Substantive Islamic Family Law FP Final Project PL Procedural Law C Compulsory Course

LPP Legal Professional Practicum

z Course outcomes, contents, teaching and learning approaches of this course are fully aligned with the ELO.

} Course outcomes, contents, teaching and learning approaches of this course are partially aligned with the ELO at the intermediate level.

{ Course outcomes, contents, teaching and learning approaches of this course are partially aligned with the ELO at the basic level.

* Recommended elective course fully aligned with the ELO.

The contribution of the courses to the attainment of ELO covers three domains: affective, psychomotor, and cognitive, as is in the Bloom Taxonomy concept. The contribution of course outcomes can be seen in the sample of Islamic Jurisprudence of Marriage course syllabi.



3.3 The curriculum is logically structured, sequenced, integrated and up-to-date (3, 4, 5, 6)The Decree of the Ministry of Education and Culture No. 49 of 2014 on National Standard of Higher Education (Appendix 3.3.1) and the Rector Decree of UIN Syarif Hidayatullah Jakarta maintain that new curriculum should consist of following components: national, university, faculty, and department elements (Appendix 3.3.2).

In the undergraduate level (BA), students take the minimum of 144 credits and a maximum of 150 credits — all to be completed in eight semesters. However, in practice, the credits can be completed in less than or by twelve semesters (Appendix 3.3.3). The amount of credit for each course is started from 1 at the minimum, and 6 at the maximum (for BA thesis). Most of the courses have 2-3 credits (Appendix 3.3.4).

In the first year (Semester 1 and 2), all courses are compulsory courses, which most of them are related to National General Knowledge (NGK) and Islamic General Knowledge (IBK). In the second year, the majority of the courses are related to Substantive National Knowledge (SNL) and Substantive Islamic Family Law (SIFL). In the third year, most of the courses of Practical Knowledge and Theoretical knowledge are as follows: Procedural Law (PL), Legal Professional Practicum (LPP), Legal Theory (LT), Skill Knowledge (SL), and Elective Courses (EC).

In the beginning of the fourth year (semester 7), the students can take elective courses, practicum, and diploma supplement activities. The diploma supplement activities include litigation, mediation, and legal drafting. With these activities students obtain supplementary certificates. Students are also able to apply for a seminar proposal exam as the prerequisite to do their Final Project (FP). Along with the Final Project, the students can also undertake an internship program (Appendix 3.3.5).

Finally, in the eight-semester, the students are expected to finish their BA thesis and apply for the thesis exam. The examination of the thesis uses munaqoshah system, in which the students present thesis in front of two examiners, a thesis supervisor, a chair, and a secretary (Appendix 3.3.6). This policy is a part of management changes as a result of stakeholder inputs through tracer studies and Focus Group Discussion (Appendix 3.3.7).

The curriculum is reviewed and updated regularly every four-year. The curriculum evaluation was conducted along with the review of Expected Learning Outcomes (Appendix 3.3.7). The current curriculum is developed based on KKNI, replacing Competence-Based Curriculum (KBK) system. While the KBK is directed to achieve students’ competence, the KKNI aims at achieving learning outcomes (Appendix 3.3.8/ Presidential Regulation No. 8 Year 2012 and Law Higher Education No. 12 Year 2012). After 2014, the curriculum has undergone several changes as a consequence of the implementation of KKNI. The current curriculum is the newest curriculum which was reviewed in 2014, updated in 2018, and implemented in the academic year of 2018/2019. A minor evaluation is regularly conducted at every beginning of the academic year by evaluating RPS (Learning Plan Design). The RPS consists of course contents, delivery assessment, reference, and teaching and learning approaches (Appendix 3.3.9).

https://drive.google.com/open?id=1v9aDSWb7pEv5tyuN7ZwCpq6QlSXLgUTc


https://drive.google.com/file/d/1uDm3SZ1PWh2QqJra7FeaCtFmk1x9YsFd/view?usp=sharing


https://drive.google.com/file/d/1Z6W9CSDXS3BQk2QaEijVfYymtfZ1ANtM/view?usp=sharing

https://drive.google.com/file/d/17hN1FFdAVfMMY8CmjTBEbE7HfU0sByLt/view?usp=sharing

https://drive.google.com/file/d/1qD_hL1oz-VFI4DLs_qroI3d-TTufRT1w/view?usp=sharing


https://drive.google.com/file/d/1_H7p8ipTKyH-QOrgu6BF1EjoWXt4q-h9/view?usp=sharing

https://drive.google.com/file/d/1G_L-ANQ3EZvepIFzJVRtqV3eW9GkfZuL/view?usp=sharing



The review process involves stakeholders, including deanship, faculty members, students, alumni and employers. The curriculum is developed and revised by considering a valuable recommendation from stakeholders. The DoFL conducts tracer studies every year to acknowledge stakeholders’ needs (Appendix 3.3.10).

Criterion 4: Teaching and Learning Approach 4.1 The educational philosophy is well articulated and communicated to all stakeholders [1]The education philosophy of the DoFL is well articulated, and inspired by the vision of the university (Appendix 4.1.1). The educational philosophy of the DoFL is Knowledge, Piety and Integrity.

Knowledge means that the education in the DoFL pledges to create intelligent, creative and innovative human resources by optimizing learning activities, discoveries, and engagement in research for society. The education is expected to excerpt Islamic values that are compatible with modernity and Indonesianness within the perspective of the integration of knowledge and the moderation of Islam.

Piety means a commitment to develop inner quality in the form of piety among faculty members, individually (habl min Allah) and socially (habl min al-nas) to maintain a wider social relationship by considering the moderation of Islam.

Integrity means using ethical values as the basis in decision making, maintaining self-confidence, and respecting plurality in honour to the national unity. This educational philosophy becomes the main spirit in creating the best environment on campus, and produce alumni who have a deeper knowledge, skill, experience and energetic personality.

This educational philosophy is implemented through the process of teaching and learning using the Student Centred Learning (SCL) approach. This approach stresses on students’ active engagement, their responsibility in the learning process, and lecturers’ role as facilitators. Some of the SCL models used in the DoFL are interactive lecturing, problem-based learning, collaborative learning, experience-based learning, case study, inquiry learning, and simulation practices. The DoFL has implemented this approach along with the method of andragogy to encourage students to think critically, to explore, express, and conduct experiments.

The educational philosophy is disseminated to faculty members, alumni, stakeholders, and users through the official websites of the Faculty of Shari’a and Law (http://www.fshuinjkt.ac.id), the official website of the DoFL (http://www.hk.fshuinjkt.ac.id), student handbook, brochure, leaflet, standing banner, social media (Facebook, Instagram, and Twitter), and various outlets on campus.

https://drive.google.com/file/d/1qD_hL1oz-VFI4DLs_qroI3d-TTufRT1w/view?usp=sharing


http://www.fshuinjkt.ac.id

http://www.hk.fshuinjkt.ac.id



4.2 Teaching and learning activities are constructively aligned to the achievement of the expected learning outcomes [2,3,4,5]

Teaching and learning activities are intended to accomplish the ELOs (Appendix 4.2.1). Some of teaching methods implemented are: lecturing, written assignment, small and large group discussions, working group, collaborative learning, case study, inquiry methods, role play, theoretical learning, discussion, simulation/ skill lab, project-based learning, experiential learning, seminar/ oral presentation, small group discussion and conferences or symposium participation (Appendix 4.2.2)

One example of the simulation is the practicum at Religious Courts for the 7th semester students. This activity is designed to accomplish ELO 3, 5, and 6. The simulation is combined with moot court, case study, field observation, and role play.

The technology is used in the learning activities to accomplish ELO 4 and 10. For instance, in IT-based Court Management course, the students learn the E-Court system and Computer Assisted Test for candidate judges. Apart from that, the students are also equipped with the legal resources searching skills, and able to access all teaching materials through the Academic Information System (AIS) developed by the university.

All teaching and learning methods are periodically evaluated in the academic staff meetings, by considering evaluation from students, inputs from experts in the training of teaching and learning (Appendix 4.2.3 dan Appendix 4.2.4), and evaluation results from the Quality Assurance Agency (Lembaga Penjaminan Mutu/ LPM) of the University.

4.3 Teaching and learning activities enhance life-long learning [6]Teaching and learning activities in the DoFL adapt the principle of life-long learning, consisting of self-time management, self-evaluation, critical thinking, problem-solving, analytical skill, legal research, writing and communication. Some of ELOs, especially 1, 5, 6, 7, 8, 9, 10 contribute to the development of life-long learning.

Teaching and learning activities are conducted inside and outside classrooms which are integrated with one another. The classroom activities aim at addressing the basic competence in the curriculum, while the outside classroom activities are intended to support the implementation of life-long learning. The methods are directed to the accomplishment of the ELO (Appendix 4.3.1).

Criterion 5: Student Assessment 5.1 The student assessment is constructively aligned to the achievement of the Expected

Learning Outcomes [1,2]The assessment system is based on the Regulation of the Ministry of Research, Technology, and Higher Education No. SNPT 44 of 2015 on the National System of Higher Education section 19 to 29 (Appendix 5.1.1) and the Internal Standard of Quality Assurance of UIN Syarif Hidayatullah Jakarta

https://fsh.uinjkt.ac.id/beranda/hukum-keluarga/

https://drive.google.com/file/d/1RCCPkGex2TFtltJ2e0RMy25KEPXoGY_P/view?usp=sharing

https://drive.google.com/file/d/1BI0Cet6A05QLs4Hye2p09H5eCBRvxy7q/view?usp=sharing

https://drive.google.com/file/d/1C_Q7dWTrBK0j9avvnIFUgLNJBjWwllVg/view?usp=sharing


https://drive.google.com/file/d/12uslvqeJelSM8hCEE-QyGY8_jJvzqA0u/view?usp=sharing



(Appendix 5.1.2). Student assessments include student admission test, progress tests, daily quiz, mid-semester exam, and end semester exam, final project (BA thesis), comprehensive exam, and thesis exam. Student assessment is directed to ensure the accomplishment of ELO. Principally, the evaluation methods aim at measuring knowledge-based and performance-based outcomes.

The university organizes the admission test by implementing five systems:

1) State Higher Education National Selection (SNMPTN) through PDSS. See http://snmptn.ac.id. and http://pengumuman.snmptn.ac.id/.

2) National Academic Islamic Higher Education Institutions http://www.sbmptn.ac.id., https://final.sbmptn.ac.id/hasil.php.

3) http://span-ptkin.ac.id/informasi-pengumuman (Academic Achievement based-Selection of the Islamic Higher Education Institutions)

4) http://www.um-ptkin.ac.id/home/informasi (Islamic Higher Education Institutions Selection)

5) http://spmb.uinjkt.ac.id/. Institutional Selection of UIN Syarif Hidayatullah Jakarta (Appendix 5.1.2).

Student admission selection processes consist of test and non-test selection. The test selection methods are SBMPTN, UMPTKIN and Institutional SPMB. On the other hand, the non-test selection methods consist of SNMPTN and SPAN-PTKIN.

As for the progress assessment, the methods used are: 1) multiple choice questions, 2) essay, 3) presentation, 4) simulation/ role play, 5) court visit report, 6) project output. Student assessments are well documented in the teaching plan and approved by the dean and deputy dean of academic affairs. The DoFL reviews the assessment strategies every year to adjust them with the development of the Expected Learning Outcomes and the Course Learning Outcomes. The alignment of the assessment methods with ELOs is clearly defined and connected (Appendix 5.1.3).

Final Assessment project, on the other hand, is reviewed through Focus Group Discussion (FGD) and learning strategy workshop. These activities are conducted every year to enhance lecturers’ skills and capability in teaching. Through this workshop, the DoFL together with the lecturers share knowledge and improve the assessment strategies of each course. The DoFL invites experts from the various universities in Indonesia to learn different practices in teaching and learning.

5.2 The student assessment including timelines, methods, regulations, weight distribution, rubrics and grading are explicit and communicated to students

Student assessment is regulated on the basis of the Regulation of the Minister of Religion No. 17 of 2014 on the Statute of UIN Syarif Hidayatullah Jakarta (Appendix 5.2.1). Chapter III (the Implementation of Three Pillars of Higher Education (Tridharma Perguruan Tinggi), Part I on Education, and Section 6 (Article 19) state that:

a) The students’ progress assessment is done periodically in the form of examination, project implementation, and lecturers’ observation.

https://drive.google.com/file/d/1swjvDTcU7ObuPbeD3dZotSCO1sAiBVGO/view?usp=sharing

http://pengumuman.snmptn.ac.id/

http://www.sbmptn.ac.id

https://final.sbmptn.ac.id/hasil.php

https://final.sbmptn.ac.id/hasil.php

http://span-ptkin.ac.id/informasi-pengumuman

http://www.um-ptkin.ac.id/home/informasi

http://spmb.uinjkt.ac.id/

https://www.youtube.com/watch?v=S2g_jgRWHXs

https://www.youtube.com/watch?v=S2g_jgRWHXs


https://drive.google.com/file/d/157r4HsnhKNFA8tzbX3lhAmwlR5hw2x5o/view?usp=sharing



b) The examination mentioned in Article (1) can be implemented through semester examination, end of program examination, BA thesis examination at the end of the undergraduate program, MA thesis examination at the end of the master program, and dissertation at the end of the doctoral program;

c) The final assessment mentioned in Article (1) is stated in letters (A, B, C, D, E);

d) Further provisions on student assessment in Article (1) are determined by the Rector.

Every course is required to have RPS (Learning Plan Design), which includes an assessment system, timeline, assessment method, regulation, weight distribution, and rubric. At every beginning of the course, the lecturers should inform the RPS to students.

Grading system consists of three components: formative test, mid-test, and final test. Every element has a weigh performance determined by the lecturers. The accumulation of the three components will become the final grade for the students. The grading scale is determined by the academic commission assigned by the Rector and communicated through the student handbook (Academic Guide Book) (Appendix 5.2.2) available at www.aisuinjkt.ac.id.

All weighting value systems are determined and communicated to students, including through a learning contract signed by students and lecturers at the beginning of a course. The weighting values system determined by the university is as follows:

Table 8: Grade Point Achievement Criteria

Numeric Category Weighting Value Description Result

80-100 A 4.00 The student demonstrates a complete understanding of learning materials. All required tasks are included in the response. Passed

70-79 B 3.00 The student demonstrates a considerable understanding of learning materials. All required tasks are included. Passed

60-69 C 2.00 The student demonstrates a partial understanding of learning materials. Most required tasks are included. Passed

50-59 D 1.00 The student demonstrates little understanding of learning materials. Many required tasks are missing. Not Passed

01 - 49 E 0 The student demonstrates no understanding of learning materials. All required tasks are missing. Not Passed

The grading scheme for courses (see Table 8), internship (Appendix 5.2.3), research proposal exam (Appendix 5.2.4), Comprehensive Exam (Appendix 5.2.5), and Final Thesis Exam (Appendix 5.2.6) are determined, communicated, and implemented.


http://www.aisuinjkt.ac.id

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5.3 Methods including assessment rubrics and marking schemes are used to ensure validity, reliability and fairness and student assessment [6,7]

In 2018, the DoFL has developed the Standard Operational Procedure (SOP) of grading matrix to ensure the validity and fairness in grading students’ assessment (see Table 8). With the current SOP, the matrix developed by the lecturers is more standardized and measurable. The Department reviews all assessment checklists and assessment schemes. Along with the lecturers and academic advisors, the Department verifies and validates all grades awarded to the students at the end of every semester, including the GPA. These are well documented in and communicated to the students via Academic Information System at www.ais.uinjkt.ac.id. After that, the academic advisors provide notes, suggestion, recommendation, and advise the students in rubric columns at AIS.

5.4 Feedback of student assessment is timeliness and helps to improve learning [3]There are several assessments during a learning process in one semester. These include: 1) Formative assessment (individual assignment, group assignment, discipline, and in-class performance); 2) mid-semester assessment; 3) final-semester assessment. The formative assessment is conducted in each meeting. Meanwhile, the mid-semester is held after the seventh meeting of the course.

Lecturers provide feedback for student assessments through various methods: 1) notes and comments directly communicated to the students during the meeting; 2) notes and comments on students’ assignment papers (manually on paper, or digitally using MS Word’s comment and track changes). The formative and the mid-semester assessment are intended to the improvement of teaching and learning process, and the attainment of the Lesson Learning Outcomes. On the other hand, the final-semester assessment aims at evaluating the attainment of Course Learning Outcomes and Expected Learning Outcomes.

Feedback and evaluation consist of: feedback from students to lecturers and feedback from lecturers to students. Students are obliged to assess lecturers’ performance every semester based on four competences: pedagogic, social, professional, and personal competences (Appendix 5.3.1). The evaluation of lecturers performance by students or called EDOM (Evaluation of Lecturers by Student) is conducted at the end of every semester online through http://ais.uinjkt.ac.id/. This evaluation is organized by the Quality Assurance Agency of Syarif Hidayatullah State Islamic University.

As for Service Satisfactory Survey for all services at Jakarta UIN, the respondents are from academic staff and students. The results of this feedback are communicated to the lecturers and policymakers during the academic meeting at every beginning of the semester to improve the teaching and learning process (Appendix 5.3.2).

The assessment result is informed to the students via the Academic Information System (ais.uinjkt.ac.id) by the official date determined by the Academic Affairs of the University (Appendix 5.3.3).

http://www.ais.uinjkt.ac.id

http://ais.uinjkt.ac.id/

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5.5 Students have ready access to the appeal procedureEvery student, who is dissatisfied with their assessment result and the grade given by the lecturers, has a right to file an appeal within seven working days after the issuance of the course outcome at Academic Information System. The appeal is started by filling the Appeal Form (Appendix 5.4.1) according to the provisions in the Standard Operational Procedures of Appeal. After that, the student sends the form to the Department office. The Department will forward the application to the lecturers, so that they can review the result,

Aspects reviewed in the appeal are: the students’ attendance and assignment results (the mid-semester examination result, and final examination result). The lecturers are obliged to submit the review result to the Department within 15 working days. The final result will be uploaded by the Department to www.ais.uinjkt.ac.id. If the student is still unsatisfied with the appeal result, he/ she can file the second appeal to the Department. The Department will then make an appeal team, consisting of the academic staff, within 3x24 hours. The decision of the appeal team is final and binding. This appeal mechanism has been implemented since the academic year of 2018/2019.

The appeal mechanism is communicated to students and academic staff through brochures, leaflets, and the official website of the DoFL at www.hk.fsh.uinjkt.ac.id. The benchmarking of appeal mechanism is done to the University of Melbourne (http://www.unimelb.edu.au and Australian Catholic University (http://www.acu.edu.au).

Criterion 6: Academic Staff Quality 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 [1]

Academic staff at the DoFL consists of: 1) civil servants (Pegawai Negeri Sipil) (Appendix / Law No. 5 of 2014 on State Civil Administration/ Government Regulation No. 11 of 2017 on the Management of Civil Servants); 2) Non-Civil Servants Permanent Lecturers (Dosen Tetap Non-PNS); and 3) Adjunct lecturers (Dosen Tidak Tetap) (Appendix 6.1.1).

In terms of academic rank, the classification of lecturers is divided into: 1) professors (guru besar), 2) associate professors (lektor kepala), 3) lecturer (lektor), 4) assistant lecturer (asisten ahli).

In order to officially do teaching activities, a lecturer professional identification number is a must for all lecturers. This number can be the National Lecturer Identification Number (NIDN), Special Lecturer Identification Number (NIDK) or National Teacher Number (NUPN).

The appointment, deployment and management system of the lecturers are regulated in the Rector Decree No. 294 of 2006 on Recruitment and Selection Guide of Lecturers of UIN Syarif Hidayatullah Jakarta as revised with the Rector Decree No. 748 of 2016 on the Recruitment of Lecturers of Syarif

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http://www.unimelb.edu.au

http://www.acu.edu.au

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Hidayatullah State Islamic University (Appendix 6.1.3). The University authorizes the employment mechanism of academic staff. The DoFL is given a right to propose its needs of academic staff to the faculty; and then the faculty passes on the requests to the Rector.

The suspension of academic staff is based on the Government Regulation No. 32 of 1979 about the Suspension of Civil Servants (Appendix 6.1.4) and the Government Regulation No. 65 of 2008 about the Second Alteration on the Government Regulation No. 32 of 1979 on the Suspension of Civil Servants, and the Law No. 5 of 2014 on State Civil Administration (Appendix 6.1.5). Those regulations mention that a civil servant can be suspended due to several reasons such as: personal requests, retirement age limit, organizational needs, ethics violations, duty abandonment due to disappearance or death, etc. (Appendix 6.1.6).

Based on the Government Regulation, those who reached the retirement age are suspended with honour. The retirement age is 60-year-old for Lecturer, 65 for Associate Professors, and 70 for Professors (http://layanan.okp.uinjkt.ac.id/index.php?r=LaLayananOnline/AjukanLayanan).

6.2 Staff to student ratio and workload are measured and monitored to improve the quality of education, research and service [2]

The Regulation of the Minister of Research, Technology and Higher Education No. 2 of 2016 on the Change of the Regulation of the Minister of Research, Technology, and Higher Education No. 26 of 2015 on the Registration of Educators in the Higher Education states that the ideal ratio of academic staff and students in the study of law and religion is 1:30 (Appendix 6.2.1).

Currently, the DoFL uses the standard set by the Regulation of the Minister of Research Technology and Higher Education. There are 38 lecturers in the Department, consisting of 6 professors, 28 associate professors, and two assistant professors. Therefore, the ratio of academic staff and students is 1:17. The details are as follow:

Table 9: Number of Lecturers and Educational Qualifications

Teaching and Learning Core

Category M FTotal

Percentage of PhDsHeadcounts FTEs

Professors 5 1 6 4.5 15,8 %

Associate/Assistant Professors 19 7 26 19.5 68,4 %

Full-time Lecturer 5 0 5 3,75 13.1 %

Part-time Lecturers 0 1 1 0,75 2.7 %

Visiting Professors/Lecturers 0 0 0 0 0

Total 29 9 38 28,5 100 %


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https://drive.google.com/file/d/1yhm_iLq6CQ5-UoXAa3afSfYya60NzKL1/view?usp=sharing

http://layanan.okp.uinjkt.ac.id/index.php?r=LaLayananOnline/AjukanLayanan)

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Research Core

Category M FTotal


Professors 5 1 6 1 15,8 %


Full-time Lecturer 5 0 5 0.83 13.1 %

Part-time Lecturers 0 1 1 0.16 2.7 %


Total 29 9 38 6.32 100 %

Community Services Core

Category M FTotal


Professors 5 1 6 0.5 15,8 %


Full-time Lecturer 5 0 5 0.41 13.1 %

Part-time Lecturers 0 1 1 0.08 2.7 %


Total 29 9 38 3.15 100 %

Academic staff to student ratio is in the following table.

Table 10:Staff-to-Student Ratio

Academic Year Total Academic Staff Total Students Staff-to-Student Ratio

2018/2019 38 583 1 : 15

2017/2018 36 588 1 : 16

2016/2017 36 578 1 : 16

2015/2016 35 628 1 : 17

2014/2015 30 514 1 : 17

The next table is research activities conducted by academic staff from 2013-2018.



Table 11: Research Activities

Academic YearTypes of Publication

TotalNo. of Publications Per

Academic StaffIn-house/ Institutional National Regional International

2018/2019 0 18 0 6 24 0,63

2017/2018 0 16 0 3 19 0,5

2016/2017 0 32 0 2 34 0,89

2015/2016 0 29 0 3 32 0,84

2014/2015 0 29 0 3 32 0,84

2013/2014 0 22 0 4 26 0,68

0 146 0 21 167 4,39

Every lecturer has a minimum workload of 12 point credits and maximum 16 point credits in each semester. The main workloads are: 1) teaching and learning; 2) research; and 3) community services.

Teaching and learning activities include: a) teaching, examining, reviewing and conducting any educational activities in classrooms or laboratories; b) conducting seminars; c) supervising the community service activities; d) supervising and examining students’ final projects; e) grading student examination results; f) becoming academic advisors; g) developing teaching and learning materials; h) delivering academic presentations; i) performing other teaching and learning activities organized and approved by the university (Appendix 6.2.2).

Research activities conducted by the academic staff are: a) conducting research; b) producing academic papers; c) translating scholarly works; d) editing academic works; e) planning and developing patented technological devices; f ) creating technology, art, and literature works; g) presenting scholarly speeches; h) presenting academic papers; i) conducting other activities to support research and development of knowledge managed by LP2M (Research and Community Service Agency) and the Ministry of Religion (Appendix 6.2.3).

The community service activities include: a) being active in the social and religious organization; b) implementing the result of research and development; c) providing legal counselling and advice for the society; and d) writing an academic paper on community services.

Some of the supporting activities are: a) becoming a structural administrator at the university; b) becoming scholarly associates; c) becoming a member of the study program association; d) becoming a leader in inter-institutional committee; e) becoming a delegation in international meetings; f) participating actively in scholarly meetings; and g) obtaining national and international awards (Appendix 6.2.4).

To improve the teaching quality, the DoFL encourage lecturers to pursue their further education in Indonesia or abroad. Currently, there are six lecturers pursue their PhD at various universities in

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Indonesia, and three lecturers pursue their PhD abroad. The three lecturers are Ummi Kulsum at the University of Canberra, Arip Purkon at the University of Malaya, and Zezen Zainal Muttaqin at Colorado University. Ayang Utriza Yakin undergoes a Post-Doctoral program at Catholic University Leuven, Belgium.

6.3 Recruitment and selection criteria including ethics and academic freedom for appointment, deployment, and promotion are determined and communicated [4, 5, 6, 7]

The recruitment and selection of academic staff are based on government regulations and the Rector Decree No. 748 of 2016 on the Recruitment of Academic Staff. The recruitment and selection of civil servant academic staff are under the auspices of the Ministry of Administrative and Bureaucratic Reform through the Ministry of Religion (Appendix 6.3.1). The recruitment information is communicated through the official website of the Ministry of Administrative and Bureaucratic Reform, Ministry of Religion, and the University (Appendix 6.3.2).

The recruitment steps are: (i) selection and recruitment, (ii) basic competence tests through Computer Assessed Test (CAT) system).

Through the mechanism of the needs assessment of academic staff, the DoFL proposed the recruitment to the Dean of the Faculty. Two ways of recruitments are: 1) regular recruitment, where the applicants should go through all the tests mentioned above. This system is intended for civil servant academic staff, permanent contract academic staff, functional academic staff, and transferred academic staff. The university through the Quality Assurance of the Jakarta UIN determined the terms and conditions of the recruitment based on the Rector Decree No. 748 of 2016 (Appendix 6.3.3). 2) Special recruitment is a recruitment that only requires an administration selection, micro-teaching, and interview. Those who can participate in this particular recruitment system is contract based academic staff.

The special recruits are selected based on the university leadership meeting. The process includes document assessment, interviews, the test of the reading of the Quran. To meet the principle of fairness and openness, the recruitment team is from various elements such as the university, the faculty, and departments. Aspects measured in the selection test are: professional competence, pedagogic competence, personality and social skills of the lecturer candidates. The team develops questions to measure candidates’ capability, and provides a recruitment report to the university through ORTALA and Employment Bureau of the University. Those who succeed in the recruitment assessment are awarded a National Lecturer Identification Number (NIDN) from the Ministry of Research Technology and Higher Education.

6.4 Competencies of academic staff are identified and evaluated [3]The evaluation of academic staff competences is based on Rector Decree No. 398 of 2018 on Lecturer Primary and Subsidiary Workload, implemented through the online system of Staff Performance Report (LKP). All lecturers must input their report at the end of every semester. The

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components of LKP include: 1) teaching activities, 2) research and knowledge development, 3) community services, and 4) supplementary activities (Appendix 6.4.1).

In its process, the Quality Assurance Bureau selects assessors. This Internal Control Unit (SPI) controls and monitors the selection. The report is submitted periodically every year in the following months: 1) January-June and 2) July-December. Lecturer Workload (BKD) and Staff Performance Report (LKP) should meet all required workload as determined by the Decree of Directorate General of Islamic Education, the Ministry of Religion No. DJ.I/ DT.I.IV/ 1591.A/ 2011 on the Guidance of Lecturer Workload and the Assessment of the Implementation of Three Principles of Higher Education by Lecturers of Islamic Higher Education and the Regulation of Rector of Syarif Hidatullah State Islamic University Jakarta No. UIN. 01/HK.00.5/ 17/ 2013 on Lecturer Workload Guidance.

The classification of educational competence in the DoFL is as follows: 1) Twenty two lecturers hold a doctoral degree, with two of them are non-civil servants; 2) Fourteen lecturers hold a master degree, with two of them are non-civil servants. (Appendix 6.4.2)

The DoFL maps out the Recruitment of Academic Staff Plan as follows:

Table 12: Human Resources Plan

Year Active Student Active Academic Staff

The ratio of Student to Academic Staff

Retirement Planning Study Planning Recruitment

2015 514 30 1 : 17 0 1 0

2016 628 35 1 : 17 0 4 5

2017 578 36 1 : 16 0 4 1

2018 588 36 1 : 16 1 4 0

2019 583 38 1 : 15 0 4 2

6.5 Training and developmental needs of academic staff are identified and activities are implemented to fulfil the needs [8]

The University, Faculty and the DoFL organize training and developmental activities for academic staff, which include workshops, seminars, etc. (Appendix 6.5.1).

Individually, academic staff conducts continuous professional development as one of their professional responsibility in developing knowledge and as a part of community service. Based on the Strategic Plan of UIN Syarif Hidayatullah Jakarta 2017-2011, the 2016 baseline, academic staff should at least participate in two competence development activities. This number, then, increases to three activities in 2017, four activities in 2018, five activities in 2019, six activities in 2020, and seven activities in 2021. (See the Matrix in the Strategic Plan of UIN Syarif Hidayatullah Jakarta 2017-2021 http://lpm.uinjkt.ac.id/wp-content/uploads/2017/08/Renstra_Email_forWEB.pdf)

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http://lpm.uinjkt.ac.id/wp-content/uploads/2017/08/Renstra_Email_forWEB.pdf



6.6 Performance management including rewards and recognition is implemented to motivate and support education, research, and service [9]

Based on the Rector Decree No. 610 of 2016 on Credit Point Unit of Civil Servant and Non-Civil Servant Academic Staff Remuneration of Syarif Hidayatullah State Islamic University Public Service Agency 2016, all academic staff are subject to remuneration. All permanent lecturers deserve to obtain between IDR 3-6 million/ month based on their academic rank level and the number of ‘Three Principles of Higher Education’ activities in one semester. The remuneration was given to the lecturers to increase their welfare and well-being, and to optimize their performance (http://www.uinjkt.ac.id/ini-penjelasan-rektor-soal- remunerasi-dosen/, http://www.uinjkt.ac.id/remunerasi-dosen-bukti-skpr-dosen- harus-valid/,http://www.uinjkt.ac.id/biro-auk-gelar-sosialisasi-implementasi- remunerasi-dosen/).

Apart from the remuneration mechanism, as a professional, the academic staff who succeeded in the certification obtains the certification allowance. This is based on Law No. 14 of 2005 on Teacher and Lecturer, and Government Regulation No. 37 of 2009 (Appendix 6.6.2),. Up to date, the academic staff at Jakarta UIN are entitled to several supports namely: professional allowance, honorary allowance for professors, and academic staff certification. To obtain them, the academic staff should input their academic and professional activities to online application of Academic Staff Performance Report (LKP) at https://lkp.uinjkt.ac.id/skpo/login.zul (Pedoman Sertifikasi Dosen, Direktorat Pendidikan Tinggi Islam, Direktorat Jenderal Pendidikan Islam Kementerian Agama RI, 2010)

The University awards 10 years, 20 years and 30 years Satya Lencana Karya Satya to civil servant academic staff who show loyalty and achievements to the institution on the Indonesian Independence Day on August 17. (http://www.uinjkt.ac.id/115-pns-uin-jakarta-raih-satya-lencana/).

In terms of violation against regulations and professional ethics, based on the Government Regulation No. 53 of 2010 on the Discipline of Civil Servants (Appendix 6.6.2), and Rector Decree No. 468 of 2016 on Ethic Codes of Academic Staff of Jakarta UIN (Appendix 6.6.3), sanctions are to be given to those who commit any violation. The penalties are classified into: 1) minor sanctions (warning); 2) moderate sanctions (the withdrawal of one or more services and welfares); 3) major sanctions (suspension as academic staff).

For example, a suspension was imposed to a staff (B) in 2014 because of his violation against Article 3, 4, 6, 9, and 17 of the Government Regulation No. 53 of 2010 (Appendix 6.6.4). The suspension is based on the Decree of Minister of Religion No. B.II/3/PDH/13533 signed on June 6, 2014.

On the other hand, the academic staff transfer is based on the Rector Decree No. Un.01/R/Kp/07.06.59/2013 signed on February 25, 2013 (http://www.uinjkt.ac.id/49- pegawai-uin-jakarta-dirotasi/).

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https://lkp.uinjkt.ac.id/skpo/login.zul

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6.7 The types and quantity of research activities by academic staff members are established, monitored and benchmarked for improvement [10]

The University maintains that research is one of the mandates in Three Principles of Higher Education. To strengthen this commitment, the University issued Rector Decree No. 200 of 2016 dated April 28, 2016 on the Guidance of Research Management. This decree encourages the implementation of Presidential Decree No. 31 of 2002 on the Transformation of IAIN to UIN UIN Syarif Hidayatullah Jakarta, which is the integration of Islamic sciences with other sciences. Besides, Jakarta UIN has a specific policy on Research and Academic Publication Code of Conduct in Rector Decree No. 475a of 2017.

To ensure the improvement of research quality and quantity conducted by the academic staff, the DoFL continuously encompasses information and networking to enhance the availability of research funds. Another way to improve the quantity and quality of research is by developing and maintaining cooperation in education and research with national and international institutions.

Institute of Research and Community Service (LPPM) also develops and encourages collaborative research with other national and international universities. Additional research funds are also provided by the Directorate General of Higher Education Institutions, the Ministry of Religion (Appendix). The University gives a mandate to the Centre for Research and Publication (PUSLITPEN) as the institution in charge to manage research activities at the University.

To increase the academic staff’s research activities, the University encourages academic staff to conduct research in a team. The team can be from among lecturers or the collaboration of lecturers and students.

The following table is numbers of research conducted by the academic staff of the DoFL from 2014 – 2018:

Tabel 13: Research Conducted by Academic Staff

Academic Year Type of Research Source of Fund Scale

Individual Collaborative UIN Non-UIN National International

2015 8 8 8

2016 7 9 15 8 7

2017 8 7 15 8 10

2018 3 5 8 5 5

Jumlah 18 29 8 38 29 22



The table below shows the number of academic publications by the academic staff of the DoFL 2013 – 2018:

Tabel 14: Academic Staff Publication

Academic YearTypes of Publication

TotalNo. of Publications Per

Academic StaffIn-house/ Institutional National Regional International

2018/2019 18 6 24 0,63

2017/2018 16 3 19 0,5

2016/2017 32 2 34 0,89

2015/2016 29 3 32 0,84

2014/2015 29 3 32 0,84

2013/2014 22 4 26 0,68

146 21 167 4,39

The above table shows that there has been an increase in the number of publications by the academic staff of the DoFL. However, since 2017, the academic staff has become more careful in selecting publishers, as the Indonesian government encourage the academic staff to publish their works only in national and international accredited journals, and those that are indexed by Scopus. The DoFL makes continuous attempts to improve the quality of the academic staff’s publication by organizing training and workshop on academic writing and publication (Appendix).

Criterion 7: Support Staff Quality 7.1 Support staff planning (at the library, laboratory, IT facility and student services)

is carried out to fulfil the needs of education, research and service [1]UIN defines that there are two kinds of supporting staff, namely: 1) supporting staff under the University: staff of the Language Centre, libraries, Quality Assurance Agency, Institute of Research and Community Service, the Centre of Information Technology and Database, Internal Monitoring System, Academic Services, Student Services, Finance and General Affairs. 2) Supporting staff under the Faculty: staff of academic services, finance, general affairs, faculty library, laboratory, journals, Legal Aid and Consultation Service.

Human resources planning is under the authority of the Dean by also considers the plan of the study program/ department, workload analysis, and financial capability (Appendix 7.1.1).

The head of the DoFL and Head of Employment Affairs analyze needs for staff at least once in a year. This needs assessment is intended for the next five years. The result was reported to the Faculty, which then is evaluated by the dean and faculty senate. Based on the evaluation of needs, the Faculty proposes a development plan of a Department/ Study Program to the University, in

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particular to the Employment Division. The Employment Division of the University responds to the needs by determining the application period, recruitment, and selection, and maintaining communication with all Departments at Jakarta UIN (Strategic Plan 2017-2021:8/ Appendix 7.1.2)

Table 15: Human Resources Plan for Support Staff

Year Active Student

Active Support Staff

The Ratio of Student to Support

Staffs

Retirement Planning

Study Planning Recruitment

2015 514 28 1 : 18 0 0 0

2016 628 30 1 : 21 1 0 3

2017 578 33 1 : 17 1 1 3

2018 588 34 1 : 17 1 1 1

2019 583 36 1 : 16 2 0 2

7.2 Recruitment and selection criteria for appointment, deployment and promotion are determined and communicated [2]

The recruitment and selection of staff are based on the Regulation of the Ministry of Religion No. 17 of 2014 on the Statute of UIN Syarif Hidayatullah Jakarta Article 66-69 (Appendix 7.2.1) The recruitment and selection process aims at encompassing candidate staff with prominent quality to fill the needs of all departments at Jakarta UIN. All process is organised by the team created by the Rector, consisting personnel from Organisational Division, Human Resources Division, Faculties, and Departments.

The suspension of support staff is regulated by the University based on Government Regulation No. 32 of 1978 on the Suspension of Civil Servants (Appendix 7.2.2), and the Government Regulation No, 65 of 2008 on the Second Alteration of the Government Regulation No. 32 of 1979 on the Suspension of Civil Servants (Appendix 7.2.3); and Law No. 5 of 2014 on Civil State Apparatus (Appendix 7.2.4). Those regulations maintain that factors leading to the suspension of civil servants are a personal request, reaching the age of retirement, staff reduction, a violation against rules and regulation, duty abandonment, death or missing, etc.

The information on the recruitment is accessible via www.okp.uinjkt.ac.id. On the other hand, the provision about staff remuneration is regulated by KMK No. 379/KMK/.05/2013 on the Determination of Staff Remuneration for management officers, monitoring committee, public service agency staff of UIN Syarif Hidayatullah Jakarta within the Ministry of Religion. The staff obtain supplementary allowance based on their performance. (Rector Decree No. 52 of 2017 on Payroll System of Public Service Agency Permanent Employees of Syarif Hidayatullah State Islamic University (http://dashboard.uinjkt.ac.id/web/wp-content/uploads/2017/05/52.pdf) and Rector Decree No. 52a of 2012 on Provisions and Mechanism of Remuneration of Structural Staff of the Public Service Agency of Jakarta UIN.

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With regards to the disciplines for university support staff (civil servants and non-civil servants) is regulated by the Regulation of the Ministry of Religion No. 17 of 2014 on the Statute of UIN Syarif Hidayatullah Jakarta, Article 93 (Appendix 7.2.1).

7.3 The competence of support staff are identified and evaluated [3]The DoFL identifies the educational background of the academic support staff as follows:

Table 16: Support Staff available in the Last 5 Academic Years.

Support StaffHighest Educational Attainment

TotalHigh School Bachelor’s Master’s Doctoral

Library Personnel 0 2 1 0 3

Laboratory Personnel 0 0 5 2 7

IT Personnel 0 1 0 0 1

Administrative Personnel 2 13 5 0 15

Student Services Personnel (enumerate the services) 9 1 0 0 10

Total 36

The above table presents the composition of the academic support staff of the Faculty of Shari’a and Law. The table illustrates that more than 50% of the academic support staff are university graduates. The Faculty gives opportunities for them to pursue their higher education.

Furthermore, the competence of the staff is evaluated through the mechanism of Employee Performance Report. This is conducted online through the website of https://lkp.uinjkt.ac.id/skpo/pages/main/main.zul every day by the staff, and assessed once a month by the assessors.

7.4 Training and developmental needs of support staff are identified and activities are implemented to fulfil them [4]

To improve the qualification and the competence of the academic support staff, the Faculty and University provide Skill improvement mechanism through training development and workshops. For example, the archivists obtained training on archive management, while the finance staff obtains a training of the information system-based financial administration and asset management. Apart from competence based-training and workshops, the University and Faculty also arrange leadership training, excellence service training, and foreign language training (Appendix 7.4.1).

Other activities to improve staff performance are carried out through a family gathering, out bond activities, and comparative study visits for strengthening social and psychological awareness their performance.


https://lkp.uinjkt.ac.id/skpo/pages/main/main.zul

https://lkp.uinjkt.ac.id/skpo/pages/main/main.zul

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7.5 Performance management including rewards and recognition is implemented to motivate and support education, research and service [5]

According to the Government Regulation No. 21 of 2010 on the Procedures for Civil Servants, monitoring and evaluation of academic support staff are reviewed based on their attendance presentation. Their attendance in the office is proven by the fingerprint system. Any fraud committed by the academic staff to manipulate their attendance will have severe consequences. The attendance of the academic support staff is documented, monitored and evaluated by sub-division of Human Resources of the Faculty of Shari’a and Law.

Jakarta UIN has developed a remuneration system based on academic support staff performance assessed by their direct superior (Appendix). Academic support staff with excellent performance will be appreciated with remuneration as the awards. These awards are also for excellent archivists, laboratory staff, financial staff, and academic administrative staff. Besides, the government also awards the civil servant academic support staff with Satya Lencana for their 10, 20 or 30-year dedication (Appendix 7.5.1/Table 17: Award Recipients from Support Staff and Academic Staff ).

Criterion 8: Student Quality and Support 8.1 The student intake policy and admission criteria are defined, communicated,

published and up-to-date [1]Student admission system is regulated by the Decree of the Ministry of Research Technology and Higher Education; the Ministry of Religious Affairs; and the Rector of UIN Syarif Hidayatullah Jakarta.

The student admission system is commenced once a year through three methods, such as:

1) SNMPTN (National Selection for State-Owned University), http://snmptn.ac.id./

2) SBMPTN (Cooperative Selection for State-Owned University), http://www.sbmptn.ltmpt.ac.id.

3) UM-PTKIN (Admission for State-Owned Islamic Higher Education Institutions), http://www.um-ptkin.ac.id/home/informasi.

4) SPAN-PTKIN (Achievement-Based Selection for State-Owned Islamic Higher Education Institutions), http://span-ptkin.ac.id/informasi-pengumuman.

5) SPMB Mandiri (Institutional Selection), http://spmb.uinjkt.ac.id/ (Appendix)

https://drive.google.com/file/d/1VFGQFk9-VnYNkjlRD6HwHIBlePoBPTXw/view?usp=sharing




Table 17: Intake of First-Year Students (last 5 academic years)

Academic YearApplicants

No. Applied No. Offered No. Admitted/ Enrolled

2014 427 120 131

2015 556 120 162

2016 729 120 102

2017 748 120 122

2018 838 120 123

In average, the student intake per year in the DoFL is around 120 students. The Faculty decided this number in consultation with the University. Some considerations in determining the number are: student-faculty ratio, and the availability of facilities and infrastructures. However, there have been more students accepted than the quota offered due to the affirmative policy of the Faculty related to the committment of providing educational access for the poors.

Table 18: Total Number of Students (Last 5 Academic Years)

Academic YearStudents

Total1st Year 2nd Year 3rd Year 4th Year >4th Year

2018/2019 123 123

2017/2018 122 112 122

2016/2017 102 92 91 92

2015/2016 162 154 148 148 148

2014/2015 131 122 120 118 85 85

2013/2014 111 107 107 106 63 63

2012/2013 13 13

Jumlah 643



8.2 The Methods and Criteria for the Selection of Students are Determined and EvaluatedThe following is the regulations on the selection mechanism of new students:

1) Law No. 12 of 2012 on Higher Education; Government Regulation No. 4 of 2014 on the Organization of Higher Education and the Organization of University; Minister of Research, Technology and Higher Education Regulation No. 126 of 2016 on the Admission of Undergraduate Students at State-Owned Higher Education Institutions, commenced through the National Selection of State-Owned Higher Education Institutions (SNMPTN) and Cooperative Selection for State-Owned Higher Education Institutions (SBMPTN). http://snmptn.ac.id./; http://www.sbmptn.ltmpt.ac.id; http://www.um-ptkin.ac.id/home/informasi; http://span-ptkin.ac.id/informasi-pengumuman.

2) Rector Decree No. 26a of 2014, dated February 3, 2014; Rector Decree No. 67a of 2015, dated February 2, 2015; Rector Decree No. 53a of 2016, dated February 2, 2016. http://spmb.uinjkt.ac.id/.

The University regularly evaluates the methods and criteria of student selection to ensure the quality of student inputs. As for the national level selections, the review is conducted by the Ministry of Research, Technology and Higher Education and the Ministry of Religious Affairs.

8.3 There is an adequate monitoring system for student progress, academic performance, and workload [3]

The DoFL monitors the students’ academic progress through academic advisors. This is regulated in the Rector Decree No. 290 of 2006 on the Guidance of Academic Advisors. Each academic advisor has twenty students under their supervision. (Appendix 8.3.1)

The DoFL obliges all academic advisors to monitor students, especially those who have problems and difficulties in academic matters. For example, the academic advisors pay more attention to students who have less than 80% attendance in one month; and students who achieve less than 60 in their final semester exam. Apart from that, the academic advisors should report any problems faced by students to the Head of Department. The monitoring process by the academic advisors can be done through the Academic Information System. The advisors are given access to the student accounts under their supervision. Furthermore, the academic advisors are encouraged to maintain intensity communication and interaction with the supervised students. If they find any disappointing result from the students, the academic advisors have rights to take actions to respond to the problems.

8.4 Academic advice, co-curricular activities, student competition, and other student support services are available to improve learning and employability [4]

Academic advisors are academic staff who are chosen to supervise students and give academic and non-academic advice and consultation. Among other duties of the academic advisors are:

1) Helping students to recognize and identify their academic interests, capacity, and competence;

2) Advising students to take specific courses in a semester so that they use their time efficiently and effectively;

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http://www.sbmptn.ltmpt.ac.id

http://www.sbmptn.ltmpt.ac.id

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3) Giving motivations so that the students able to resolve their problems properly;

4) Helping students to prepare for their study plan and validate it after the students uploading it to AIS;

5) Verifying and validating Academic Supplement Certificate of the students;

6) Giving consultation to students in working on their final project (BA thesis) (Appendix 8.4.1).

Other supports for the students offered by the University include financial support and scholarship, dormitory facilities, disaster volunteering program, international student exchanges, and leadership and cultural programs (Appendix 8.4.2).

The DoFL has two outlets of student activities which include: Department of Family Law Student Association (HMPS) (Appendix 8.4.3, Appendix 8.4.4) and Faculty Student Council (DEMA Fakultas). These two organizations become students’ outlets to exercise their knowledge of democracy through the election.

Meanwhile, co-curricular activities supported directly by the Department and Faculty are Islamic Art and Culture (SAS Percussion and Sharp Band); sports (futsal, football, badminton), Legal Studies and Discussion (ELKAMASY), IAEC (Intensive Academic English Course), Arabic Course, and Moot Court Community (Appendix 8.4.5, Appendix 8.4.6) (Moot Court, legal issues debates, and academic writing) (Appendix 8.4.7).

Apart from those activities, the students can also participate in University level co-curricular activities such as scout (PRAMUKA), environmental and adventurous activities (RANITA and ARKADIA), Quranic recitation (HIQMA), music (RIAK), theatre (Syahid theatre), FLAT (student language institute), student choir, journalism (LPM Institut), photography (Kalacitra), students cooperation, and Indonesian Red Cross Voluntary Corps (KSR PMI).

The DoFL and the Faculty of Shari’a and Law also support students to participate in various competitions. The regular event held by the university is SHARIA Event, where students from Shari’a and Law Faculties from all over Indonesia meet and participate in multiple competitions, such as the reading of classical and contemporary Islamic legal resources, debates on Shari’a and Law topics, and academic writing contest.

Some of outside campus competitions participated by the students of the DoFL are: debates on legal topics held by the Supreme Courts, the Constitutional Courts, general universities, and Islamic universities in Indonesia.

To support students’ employability, the DoFL holds various professional training, such as: legislative drafting, contract drafting, advocating, litigation and mediation. The students are obliged to participate at least two of these activities in order to graduate. With this training, the students obtain a supplementary academic certificate to show their professional competence.


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Another support for student professional future is the Career Development Centre of the University launched on November 26, 2016. Information about a career for students is available via http://karir.uinjkt.ac.id/ and http://kemahasiswaan.uinjkt.ac.id/category/lowongan- pekerjaan/. Besides, the University also provides career planning consultation, training on a job application, and work placement assistance. (Appendix).

8.5 The physical, social, and psychological environment is conducive for education and research as well as personal well-being

The campus environment is conducive in terms of the physical, social and psychological environment to support students’ learning activities. The Faculty designs a green, beautiful, and safe environment so that the students feel comfortable to do their campus activities.

Apart from classrooms, the Faculty also provides outdoor spaces for students to meet and do their activities, including to access online resources supported by WIFI facilities.

For their health and well-being, the students have rights to access the health services in Syarif Hidayatullah hospital for free. Students can also access psychological consultation services provided by UIN Psychological service centre. However, before that, the students can have a consultation with their academic advisors.

Criterion 9: Facilities and Infrastructure 9.1. Teaching and learning facilities and equipment (lecture halls, classrooms, project

rooms, etc.) are adequate and updated to support education and research [1]Faculty of Shari’a and Law determines Strategic Plan for facilities and infrastructures every four years through the Strategic Plan of the University. This plan is reviewed gradually to ensure that it is up-to-date and in line with the Plan at the faculty level. The Strategic Plan is translated into activities, goals and performance indicators (IKU). The Strategic Plan of the Faculty is available at www.fsh.uinjkt.ac.id. Every year, the needs of Faculty is documented and approved by the University by ensuring the availability of funds to realize them.

The facilities and infrastructures are available for teaching and learning process, which include classrooms, meeting rooms, moot court, exam rooms, munaqosah (thesis exam) rooms, professor room, academic staff room, laboratory, prayer room, legal counselling room, journal room, faculty library, theatre room, mosque, sport yard, music studio, hospital (Appendix 9.1.1, Appendix 9.1.2), canteen, guest house, auditoriums, language laboratory, information and data centre, students’ learning centre, and parking lots.

These facilities and infrastructures are reviewed for maintenance and repair if needed.

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9.2 Library and its resources are adequately updated to support education and research [3,4]

To support the teaching and learning process, there are two main libraries can be used by the students from the DoFL, namely the Main University Library http://perpus.uinjkt.ac.id (Appendix 9.2.1) and the Library of the Faculty of Shari’a and Law. Apart from these two libraries, there are twelve libraries accessible in other faculties at Jakarta UIN.

Since the mid of 2012, the University has developed institutional repository using DSpace Open Source from MIT accessible via repository.uinjkt.ac.id. This system enables access to 22,000 resources.

Below are the collections available at the Main Library and the Faculty of Sharia and Law Library:

Table 19: The Collections of the Faculty of Shari’a and Law Library

No. Types Number Keterangan

1. Textbooks 6222 Collections on Shari’a and Law

2. E-book provider http://perpus.uinjkt.ac.id/content/e-book

8 Data from the library:https://drive.google.com/file/d/0B1yWJaZuNMjZZ3g4cjJtZWFFVWs/viewhttps://drive.google.com/file/d/0B1yWJaZuNMjZWW9sX1Z2SThINmc/viewhttps://drive.google.com/file/d/0B1yWJaZuNMjZdTVGcE5XRElYd3c/viewhttps://drive.google.com/file/d/0B1yWJaZuNMjZZ1hVR3dIMzF1WEk/viewhttps://drive.google.com/file/d/0B1yWJaZuNMjZdDZYS285bDRWbEU/viewhttps://drive.google.com/file/d/1aQYV1G9rEE9De78cyZ6J9cfMIQMhLdN1/viewhttps://drive.google.com/file/d/1RXO9IoPinVVC30TjL4N_E-99CzXFzw3d/view

3. Nationally Accredited Journal 6 Accredited by the Ministry of Research Technology and Higher Education

4. Printed Journal 24 The collections of Faculty of Shari’a and Law Library

5. International e-journal publisher 10 Accessible via University

6. Journal published by UIN 61 Data from journal.uinjkt.ac.id

7. Journal published by FSH (UIN) 3

8. Undergraduate/post graduated thesis/ Doctorate thesis

4737 Database of the Faculty of Shari’a and Law Library

Undergraduate/post graduated thesis/ Doctorate thesis

3463 Repository UIN

9. Magazine (FSH) 4 Subscribed by the Main Library

10. Newspapers 3 Subscribed by the Faculty Library

Newspapers 6 Subscribed by the Main Library

http://perpus.uinjkt.ac.id

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http://perpus.uinjkt.ac.id/content/e-book

http://perpus.uinjkt.ac.id/content/e-book

https://drive.google.com/file/d/0B1yWJaZuNMjZZ3g4cjJtZWFFVWs/view

https://drive.google.com/file/d/0B1yWJaZuNMjZWW9sX1Z2SThINmc/view

https://drive.google.com/file/d/0B1yWJaZuNMjZdTVGcE5XRElYd3c/view

https://drive.google.com/file/d/0B1yWJaZuNMjZZ1hVR3dIMzF1WEk/view

https://drive.google.com/file/d/0B1yWJaZuNMjZdDZYS285bDRWbEU/view

https://drive.google.com/file/d/1aQYV1G9rEE9De78cyZ6J9cfMIQMhLdN1/view

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The collection available at the Main University library are:

Table 20: The Printed and Digital Collections of Main University Library

No. Type of CollectionJumlah Judul

Total CopyPrinted Digital

1. Text books 80.042 6.366 124.834

2. National Accredited Journals 34 2

3. International Journals 18 5.532

4. Prosiding 841 841

5. Undergraduate, Master and Doctorate Thesis 38.677 38.677

Total 119.612 51.418 171.030

9.3 Laboratories and equipment are adequate and updated to support education and research [1,2]

The DoFL has several laboratories to support the teaching and learning process, which are:

1) A moot court, equipped with complete court facilities such as court documents, court minutes, judge decision templates, judicial robes/ toga, a hammer, flags, judges bench, litigant chairs, and attendee seats. The courtroom is also equipped with an air conditioner and can accommodate 30 attendees.

2) Legal Aids and Consultation laboratory. This laboratory provides services for justice seekers from the needy.

3) Islamic ritual laboratory. This is a facility to enhance students’ competences in performing Islamic rituals, covering Quranic recitation, funeral services, animal slaughtering, Friday preaching, etc.

To keep up with the development of Indonesian judicial practice, the DoFL has conducted comparative studies to various Indonesian courts. The visited courts are: The High Religious Court of Banten in Banten Province (Appendix 9.3.1), the High Religious Court of Bandung di West Java Province (Appendix 9.3.2).

9.4 IT facilities including e-learning infrastructure are adequate and updated to support education and research [1, 5, 6]

The DoFL strives for the Information and Technology facilities to support the teaching and learning process. Some of the facilities available at the Department are: computers and internet access accessible via WIFI. This WIFI facility enables students and academic staff to access online information including e-campus in various spots at the University. The existing internet connection also uses Fibre Optic (FO) cables for cross-building connection. This can distribute stable high-speed bandwidth up to 1 Gbps.

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Technological facilities that support teaching and learning activities are: Academic Information System (www.ais.uinjkt.ac.id), Google Classroom (www.webmail.uinjkt.ac.id) and email facilities for academic staff ([email protected]) and students ([email protected]). IT facilities to support research activities are: access to e-journals and e-books, and Turnitin of the plagiarism checker. These facilities are accessible via the University’s IP address.

To adjust with the current development of technology, the University maintains the development of the information system in the University Strategic Planning year 2017-2021 (Appendix 9.4.1)

9.5 Standards for the environment, health, and safety and access for people with special needs are defined and implemented [7]

Together with the Faculty, the DoFL maintain the environment, health, and safety standards as one of the priorities in the campus organization. Therefore, the Faculty develops and implements the green campus standard; provides sufficient toilets; and maintains the cleanness of the campus. For the safety, the Faculty building is equipped with emergency routes, fire extinguisher, evacuation routes, and meeting points. The safety standard is communicated to academic members through various outlets, such as banners and flyers in many spots in the faculty.

Other supporting health and well-being facilities are the Syarif Hidayatullah Hospital (https://rssyarifhidayatullah.com) and Psychological Service http://psikologi.uinjkt.ac.id/pusat-layanan-psikologi-plp/ which all are owned by the University.

As for the disables, the Faculty building is equipped with a special path for disables, a disable friendly restroom, and two elevators. Apart from that, the Faculty and the Department has continuously enhanced students’ disability awareness in various activities, among others: student orientation meetings and the beginning of the semester.

Criterion 10: Quality Enhancement All activities related to the organization of education in the DoFL refers to policies issued by the University. Comprehensive quality assurance has become one of the main priorities in order to create good governance in the University. To achieve the improvement of quality standard, the University, the Faculty and the Department manage regular auditing (Appendix 10 a). The accountability in terms of academic and non-academic quality standards, the audit is conducted externally by the Board of National Accreditation for Higher Education (BAN-PT) and International Accreditation Boards through sufficiency and field assessment. The internal audit, on the other hand, is conducted by the Quality Assurance Board of the University. The DoFL has obtained accreditation from BAN-PT with a score of 390 out of 400 as the highest (Excellent) (Appendix 10 b). The management of the DoFL has met the national standard of Indonesian higher education.

http://www.ais.uinjkt.ac.id)

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https://rssyarifhidayatullah.com)

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http://psikologi.uinjkt.ac.id/pusat-layanan-psikologi-plp/

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10.1 Stakeholders’ needs and feedback serve as input to curriculum design and development

Stakeholders are actively involved in giving suggestions and recommendations to the DoFL in the formulation Expected Learning Outcomes In the ELOs formulation and update, the DoFL invites internal and external stakeholders, deanship, academic members, students, alumni, judges, lawyers, legal consultants, mediators, marriage administrators, and alumni users (Appendix 10.1.1).

Some of the activities involving stakeholders in the formulation and review of ELOs are:1) The meeting of the DoFL Association (APHKI) and Dean Forum of the Faculty of Shari’a and

Law of Indonesia, held on 4-5 October 2017 in Jakarta. The result was that the attendees, in general, agreed with the ELOs formulated by the DoFL.

2) A Focus Group Discussion of Stakeholders held on February 1, 2018 in Jakarta, attended by Family Law Academic Association (Dosen Rumpun Keilmuan Hukum Keluarga), the academic staff of the DoFL of Jakarta UIN, alumni, and student representatives. This activity produced the formulation of Graduate Profiles, Program Educational Objectives (PEO), and ELOs of the DoFL (Appendix 10.1.2).

3) A Focus Group Discussion of Stakeholders held on October 12, 2018, attended by Religious Court judges, Religious Court registrars, Advocate Association, alumni, lecturers, and academic support staff from the DoFL and the Faculty of Shari’a and Law. This meeting reviewed the Graduate Profile, Program Educational Objectives, Expected Learning Outcomes of the DoFL. This meeting resulted in the recommendation of ten ELOs of the DoFL (Appendix 10.1.3).

4) Tracer Studies involving alumni and users held in 2014, 2016, 2017 and 2018 (Appendix 10.1.4).5) Comparative study visits to some universities in Indonesia and abroad; the meeting of

Dean of Shari’a and Law Faculties from all Indonesian universities; national and international forum attended by the leaders of Department of Family Law; and visits from national and international legal scholars. Comparative studies are also conducted online to some prominent universities such as the University of Indonesia, the University of Gadjah Mada, the University of Hasanuddin, Al-Azhar University, Cairo, Leiden University, the University of Melbourne, and the National University of Singapore (Appendix 10.1.5).

10.2 The curriculum design and development process is established and subjected to evaluation and enhancement [2]

The curriculum is reviewed systematically in two models: major review and minor review. The major review is conducted in every four years or five years (Appendix 10.2.1/see Table 6). Meanwhile, the minor review is conducted every year to evaluate course syllabi, teaching and learning methods, student assessment, facilities, infrastructures, and technological supports. Inputs are obtained from the academic staff, family law lecturer association, Senate of the Faculty, the Faculty leaders, stakeholders and users. Besides, the comparative studies to some prominent universities are also conducted to compare the curriculum.

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https://docs.google.com/forms/d/1m5qDdau5hkK67jk5qdC7p2y-WY9d2Gj4aDseLScAyrs/edit#responses


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10.3 The teaching and learning process and student assessment are continuously reviewed and evaluated to ensure their relevance and alignment [3]

The DoFL manages evaluation of the teaching and learning process including student assessment every semester in the regular academic staff meeting (Appendix 10.3.1). Factors evaluated are: course syllabi, RPS, assessment methods, teaching and learning methods, and references (Appendix 10.3.2). The evaluation also considers the feedbacks obtained from an internal survey of the DoFL and the Student and Lecturer Evaluation (EDOM) conducted by the Center for Quality Development Assurance of the University (Appendix 10.3.3). Furthermore, feedback from students is also obtained through the questioners distributed during the farewell meeting before graduation (Appendix 10.3.4). This meeting is held four times a year: February, Mei, July, and November.

Apart from that, the evaluations have been also conducted to enhance the integration of knowledge, Islam, Indonesianness, humanity in the curricula, and teaching and learning process through the meeting of the Consortium of Islamic Law Discipline; the Focus Group Discussion of Family Law Professors and Lecturers; and dialogue among Islamic Law professors (Appendix 10.3).

The evaluation result shows that most of lecturers obtained very good feedback from the students (Appendix 10.3.5). Areas need to be improved include teaching and learning skills. To respond to this matters, the DoFL and the Faculty held various training and workshops such as workshop on teaching and learning; academic writing skill; legal research method, and foreign language skills (Appendix 10.3.6).

Surveys on student assessments, including students’ assignment and exams, have been conducted in every end of semester. The results showed that most of the lecturers preferred to use essay model or a more subjective type of assessment. Only few of them used multiple choice model or a more objective type of test (Appendix 10.3.7).

10.4 Research Output is used to enhance teaching and learning [4]Among research topics conducted by the academic staff are issues related to the educational system and the institutions. The results of this research, after that, are considered and implemented to improve the quality of learning and teaching. The examples of such research are the research on the integration of knowledge, Islamic values, Indonesianness, and humanity; lecturers’ competence in constructing questions for final exam; and the research on Islamic legal education in Islamic Higher Education Institutions (Appendix 10.4.1).

The research conducted by the academic staff has positive impacts on two matters: 1) the development of curricula, learning materials, teaching and learning methods; 2) further research on the topics conducted by the academic staff, individually and collaboratively with students of other academic staff.

The result of research on the integration of knowledge, Islamic values, Indonesianness has been published by CeQDA to be used as a guidance for lecturers in developing the syllabi and for the



DoFL to improve the curriculum. In terms of curriculum improvement, the DoFL changed some courses with more integrative courses, such as: Ilmu Kalam, Akhlak and Tasawuf (Islamic Scholastic Theology, Islamic Ethics and Mysticism) has been replaced by Islamic Studies I; Islamic Philosophy and History of Islamic Civilization has been replaced by Islamic Studies II; Ilmu Mantiq (Logic) has been replaced by Legal Logic and Reasoning (Appendix 10.4.2).

The research on lecturers’ competence in constructing questions for final exam has resulted in a recommendation to held a workshop for lecturers on this specific skill. Responding to this recommendation, the DoFL and the Faculty of Shari’a and Law held a workshop on teaching and learning, which included the discussion on student assessment methods.

As for the research on legal education, the DoFL has used this to improve the curriculum and teaching materials, considering that the result is that the DoFL needs to have more practical courses to achieve the ELOs and graduate profiles. Referring to the result of this research, the lecturers have revised some of the course contents to be more current and practical oriented (Appendix 10.4.3). The lecturers also use more case study and practical methods in some particular courses, such as Civil Procedures in the Religious Courts, Islamic Jurisprudence on Inheritance, Islamic Jurisprudence on Marriage, Private Law, Practicum of Mediation and Civil Law Procedures.

10.5 Quality of support services and facilities (at the library, laboratory, IT facility and student services) is subjected to evaluation and enhancement [5]

The policy on the maintenance of facilities and infrastructures is maintained by the University. Those facilities are considered State-Owned Properties that should be documented in the asset book to ease the evaluation and improvement (http://data.uinjkt.ac.id/standar6/prasarana.php).

To enhance to quality of facilities, the DoFL conducts a survey on public service satisfaction. Facilities considered in the survey are: classrooms, teaching and learning media, internet access, library, toilets, and the environment cleanness. The results of the surveys conducted in 2016 and 2017 show that there has been an increase in the satisfactory level with regards to the facilities and infrastructures in the Faculty of Shari’a and Law and the University. Except for the internet facility, most of the respondents expect an improvement in internet access (Appendix 10.5.1).

10.6 The stakeholder’s feedback mechanisms are systematic and subjected to evaluation and enhancement [6]

Inputs from stakeholders are obtained through systematic reviews such as surveys and Focus Group Discussion. These two methods continuously to be evaluated and revised for improvements (Appendix 10.6.1)


http://data.uinjkt.ac.id/standar6/prasarana.php)

https://docs.google.com/forms/d/1m5qDdau5hkK67jk5qdC7p2y-WY9d2Gj4aDseLScAyrs/edit#responses



Criterion 11: Output11.1 Pass rates and dropouts are established, monitored, and benchmarked for

improvement [1]The regulation on the length of study period refers to the Regulation of the Minister of Research Technology and Higher Education No. 44 of 2015 on the National Standard of Higher Education (Appendix 11.1.1), Jakarta UIN Rector Decree No, 215 of 2016 on the Change of Rector Regulation No. 215 of 2015 on the Guidance for Curriculum Development of UIN Syarif Hidayatullah Jakarta (Appendix 11.1.2); Jakarta UIN Rector Decree No, 697 of 2017 on the Drafting Team of the Academic Guidance for Undergraduate Program of Syarif Hidayatullah State Islamic University, Academic Year 2017/2018 (Appendix 11.1.3); and Jakarta UIN Rector Decree No. 407/ 2018 (Appendix 11.1.4). The regulations state that the length of the study period for undergraduate programs is maximum of 6 years with 144-150 credits, including the final project. Students should not have D and E in their GPA (Appendix 11.1.5)

The students’ progress is systematically monitored through academic advisors, the Department, and Faculty through the Academic Information System (https://ais.uinjkt.ac.id). The following table shows the graduation and dropout rates of the students of the DoFL within the last five years.

Table 21: Pass Rates and Dropout Rates in the Last Five Years

Academic Year Cohort size% completed the first degree in % dropout during

< 4 years 4-5 years 5 years < 4 years 4-5 years 5 years

2018/2019 123 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

2017/2018 122 0.0% 0.0% 0.0% 6.6% 0.0% 0.0%

2016/2017 103 0.0% 0.0% 0.0% 10.7% 0.0% 0.0%

2015/2016 162 0.0% 0.0% 0.0% 7.5% 0.0% 0.0%

2014/2015 131 0.0% 25.4% 0.0% 10.0% 0.0% 0.0%

2013/2014 111 0.0% 52.3% 0.0% 7.2% 2.7% 0.0%

11.2 The average time to graduate is established, monitored and benchmarked for improvement [1]

Every year, the DoFL evaluates the students’ average graduation time. In average, the students are able to complete their study in 4.5 years with a GPA of 3.44 out of 4.00 (Appendix 11.2.1). The annual evaluation is needed to determine the ideal time to graduation.

Based on the evaluation to alumni, who are Religious Court judges, court registrars, lawyers and administrators at Religious Court offices, the satisfactory rates of the alumni to the DoFL is 86.1% in 2018. Furthermore, 95% of the respondents believed that they are able to compete in the

https://ais.uinjkt.ac.id




professional fields. Only 5% of the respondents said that they are unable to compete with alumni from other universities (Appendix 11.2.2).

ELOs determined by the DoFL encourage alumni to be candidates Religious Court judge, court registrars, lawyers, legal consultants, and marriage administrators at the Religious Affairs offices. In 2018, the alumni of the DoFL of the Faculty of Shari’a and Law of Jakarta UIN became the majority among the successful candidates of the Religious Court judges. There were 62 graduates of the DoFL out of 300 successful candidates (Appendix 11.2.3).

Table 22: Students Average GPA within the Last Five Academic Years

11.3 Employability of graduates is established, monitored and benchmarked for improvement

The DoFL conducts surveys regularly to the alumni via Google Doc since 2017. In 2017 and 2018, there were 200 participants of the survey from the alumni out of around 600 alumni who graduated between 2012-2018.

The survey in 2017 shows that the waiting period of the alumni of the DoFL are: 1) less than two months (31.6%), 2) 2-4 months (25,5%); 3) more than 4-8 months (19,4%), and 4) more than 1 year (23.5%) (Appendix 11.3.1).

On the other hand, the survey in 2018 shows that the waiting period of the alumni of the DoFL are: 1) Less than three months (48%); 2) 4-6 months (29.2%); 3) more than 6 months (6.9%); 4) less than 1 year (5,6%). In average, those who had less than 6 months waiting period are 77%, and the rest (12%) have 6 months – 1 year of the waiting period (Appendix 11.3.2).



The alumni has entered various working fields. From 2013-2017 none of the alumni applies for candidate Religious Court judges or court registrars due to the government policy that suspends the recruitment until 2018.

Most of the alumni have careers in the national institutions (44.4%), and only 1.4% are in international institutions (Appendix 11.3.3).

11.4 The types and quantity of research activities by students are established, monitored, and benchmarked for improvement

The students are obliged to produce a BA thesis (weighing 6 credits) under the supervision of one of two lecturers. The DoFL gives freedom to the students to determine their research topics and research approach. However, the issues should be in the area of Family Law and comparative studies are encouraged.

Types of research implemented by the students in the final projects include: normative legal research, socio-legal research, and the combination of the normative legal research and socio-legal research. Some of the research topics taken are: marriage, inheritance, child custody, mix-marriage, customary-based marriage and comparative studies on Family Law in Muslim countries.

Lecturers are able to develop research collaborations with students for strategic topics. The students can also be involved as research assistants for the lecturers. The Research and Community Service Agency regularly provides research grants for the lecturers who collaborate with students in their research activities. This collaborative research should involve one to three students.

In this context, the DoFL has maintained improvement since 2017. This is done by encouraging students to publish an academic journal article based on the final project research; and encouraging students to have collaboration with their supervisors to publish an article in the national accredited journals or international journals indexed by Scopus (Appendix 11.4.1).

11.5 The satisfaction levels of stakeholders are established, monitored and benchmarked for improvement

Based on the survey to graduate users, it is found that most of the users are satisfied with the quality of the graduates of the DoFL. The competence of the graduates meets their expectation. In general, graduates are able to compete with graduates from other universities in Indonesia. The graduates of the DoFL have the eminence in two fields: general conventional law and Islamic law. Besides, they are excellent in maintaining socialization with society, public speaking, developing team works, and maintaining honesty and integrity.

Critics from the users are the graduates’ lack of confident and foreign language skills. To respond to these critics, since 2017, the DoFL make some improvement in the enhancement of students’ soft skills, foreign language skills, and other practical skills.



Table 23: Satisfactory Survey of Stakeholders

No. CompetenceStakeholders’ Response

TotalVery Good Good Average Insufficient

1. Integrity 71,89 25,27 2,91 0,10 100

2. Profesionalism 65.54 30,27 4,10 0,10 100

3. Foreign Language 50,24 35,72 11,73 2,31 100

4. IT 62,00 32,38 5,54 0,10 100

5. Communication 70,07 26,25 3,28 0,39 100

6. Team Work 69,48 24,60 5,39 0,49 100

7. Self Development 64,20 31,72 3,64 0,39 100

Total 453,41 206,12 36,58 3,88 100

The DoFL collected inputs from stakeholders and discussed them in the Faculty meeting. The DoFL has made some changes in the system based on the recommendations from the stakeholders. In the context of major curriculum review is conducted every four-year, while the minor review curriculum is conducted twice a year at every beginning of the semester.


STRENGTHS AND WEAKNESSES ANALYSIS

PART 3



3.1.1 Program Strengths and Areas for Improvement No. Criteria Strengths Areas for Improvement

1. Expected Learning Outcomes ELOs has clearly reflected the vision and mission of the University, graduate profiles, Program Educational Objectives, and Stakeholder needs. ELOs are formulated based on Bloom’s Taxonomy by considering specific and generic outcomes.

The Department conducts more intensive attempts in gaining feedbacks from alumni and stakeholders to improve the ELOs.

The Department increases attempts to communicate ELOs to academic staff and students.

2. Program Specification Program specification is clear, comprehensive and updated, and communicated to stakeholders by printed and online media.

The Department increases intensities and frequencies and improving the formats of socialization through printed and online media.

3. Program Structure and Content

Program structures and contents are updated and designed to achieve ELOs by considering the mastery of knowledge and skills, and formulated based on national, the university and the Department demands.

The Department obtains more feedbacks from alumni and stakeholders and Increasing benchmarking to strengthen the connectivity between the structure of the content of the program with professional needs.

The Department increases the number of clinical based-courses to answer the need for legal professionals.

4. Teaching and Learning Approach

Learning and teaching approaches have been adjusted with ELO and reflect the realization of life-long learning. The approaches are updated based on the feedback from stakeholders.

The Department makes improvement of the evaluation system (EDOM) and the improvement in the communication of evaluation results to the academic staff to be directly and concretely responded.

5. Student Assessment Student entrance assessment is made using the national standards, and regularly evaluated.Student progress assessment is developed based on ELO and CLO, and equipped with rubrics, timelines, assessment/ weighing methods, and clear appeal mechanism.

All aspects, apart from the assessment rubrics, are communicated to students through RPS.

The Department ensures that lecturers develop rubric assessment and maintaining appeal mechanism consistently.

6. Academic Staff Quality The ratio of academic staff and students is sufficient at 1:16.

Academic staff competence is in line with the needs of the Department of Family Law, strengthened by various training and workshops.

The Department has reciprocal and up to date rules and regulations on the appointment, deployment and management system of academic staff.

The Department needs to increase the number of trainings and academic forums for academic staff so that they are keep updated with discourses, teaching and learning methods, and the development of technology in higher education.

7. Support Staff Quality The rules and regulations on the appointment, deployment and management system of academic support staff is reciprocal, up to dated, and communicated to the staff.

The Department needs to increase the number of support staff to fulfil the needs of students to academic support staff ration.

Part 3 Strengths and Weaknesses Analysis | 53


No. Criteria Strengths Areas for Improvement

8. Student Quality and Support Students have various outlets to express their interests, talents, and obtained full supports the the Department of Family Law and the Faculty to participate in co-curricular activities inside and outside campus.

The Department has a monitoring mechanism for students’ progress through academic advisors.

The Department needs to support students’ mastery of foreign languages, especially Arabic and English to enable the involve globally.

The Department strengthen the role of academic advisors to encourage students to graduate on time.

9. Facilities and Infrastructure The campus has been supported by sufficient facilities, including a standardized moot court.

The Department needs to make an attempt to standardize the Legal Aid and Consultation Laboratory through the national accreditation in order to enhance the role of this laboratory is students learning.

10. Quality Enhancement The quality enhancement is done continuously in line with the demands of the national accreditation and AUN-QA SAR documents.

The Department needs a mechanism to implement and follow up the results of the quality assurance consistently in various aspect of teaching and education organization.

11. Output The absorption of alumni into workforce is satisfactory and competitive.

The Department needs to obtain feedbacks from alumni.

3.1.1. Checklist for AUN-QA Self-Assessment at Programme Level1 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] √

1.2 The expected learning outcomes cover both subject specific and generic (i.e. transferable) learning outcomes [3] √

1.3 The expected learning outcomes clearly reflect the requirements of the stakeholders [4] √

Overall opinion √

2 Programme Specification

2.1 The information in the programme specification is comprehensive and up-to-date [1, 2] √

2.2 The information in the course specification is comprehensive and up-to-date [1, 2] √

2.3 The programme and course specifications are communicated and made available to the stakeholders [1, 2] √

Overall opinion √

3 Programme Structure and Content

3.1 The curriculum is designed based on constructive alignment with the expected learning outcomes [1] √

3.2 The contribution made by each course to achieve the expected learning outcomes are clear [2] √



3.3 The curriculum is logically structured, sequenced, integrated and up-to-date [3, 4, 5] √

Overall opinion √

4 Teaching and Learning Approach

4.1 The educational philosophy is well articulated and communicated to all stakeholders [1] √

4.2 Teaching and learning activities are constructively aligned to the achievement of the expected learning outcomes [2, 3, 4] √

4.3 Teaching and learning activities enhance life-long learning [5] √

Overall opinion √

5 Student Assessment

5.1 The student assessment is constructively aligned to the achievement of the expected learning outcomes [1, 2] √

5.2 The student assessments including timelines, methods, regulations, weight distribution, rubrics and grading are explicit and communicated to students [4, 5] √

5.3 Methods including assessment rubrics and marking schemes are used to ensure validity, reliability and fairness of student assessment [6, 7] √

5.4 Feedback of student assessment is timely and helps to improve learning [3] √

5.3 Students have ready access to the appeal procedure [8] √

Overall opinion √

6 Academic Staff Quality

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 [1]

√

6.2 Staff-to-student ratio and workload are measured and monitored to improve the quality of education, research and service [2] √

6.3 Recruitment and selection criteria including ethics and academic freedom for appointment, deployment and promotion are determined and communicated [4, 5, 6, 7]

√

6.4 Competencies of academic staff are identified and evaluated [3] √

6.5 Training and developmental needs of academic staff are identified and activities are implemented to fulfil them [8] √

6.6 Performance management including rewards and recognition is implemented to motivate and support education, research and service [9] √

6.7 The types and quantity of research activities by academic staff are established, monitored and benchmarked for improvement [10] √

Overall opinion √

7 Support Staff Quality

Part 3 Strengths and Weaknesses Analysis | 55


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 [1] √

7.2 Recruitment and selection criteria for appointment, deployment and promotion aredetermined and communicated [2]

√

7.3 Competences of support staff are identified and evaluated [3] √

7.4 Training and developmental needs of support staff are identified and activities are implemented to fulfil them [4] √

7.5 Performance management including rewards and recognition is implemented to motivate and support education, research and service [5] √

Overall opinion √

8 Student Quality and Support

8.1 The student intake policy and admission criteria are defined, communicated, published, and up-to-date [1] √

8.2 The methods and criteria for the selection of students are determined and evaluated [2] √

8.3 There is an adequate monitoring system for student progress, academic performance, and workload [3] √

8.4 Academic advice, co-curricular activities, student competition, and other student support services are available to improve learning and employability [4] √

8.5 The physical, social and psychological environment is conducive for education andresearch as well as personal well-being [5] √

Overall opinion √

9 Facilities and Infrastructure

9.1 The teaching and learning facilities and equipment (lecture halls, classrooms, project rooms, etc.) are adequate and updated to support education and research [1]

√

9.2 The library and its resources are adequate and updated to support education and research [3, 4] √

9.3 The laboratories and equipment are adequate and updated to support education and research [1, 2] √

9.4 The IT facilities including e-learning infrastructure are adequate and updated to support education and research [1, 5, 6] √

9.5 The standards for environment, health and safety; and access for people with special needs are defined and implemented [7] √

Overall opinion √

10 Quality Enhancement

10.1 Stakeholders’ needs and feedback serve as input to curriculum design and development [1] √

10.2 The curriculum design and development process is established and subjected to evaluation and enhancement [2] √



10.3 The teaching and learning processes and student assessment are continuously reviewed and evaluated to ensure their relevance and alignment [3] √

10.4 Research output is used to enhance teaching and learning [4] √

10.5 Quality of support services and facilities (at the library, laboratory, IT facility and student services) is subjected to evaluation and enhancement [5] √

10.6 The stakeholder’s feedback mechanisms are systematic and subjected to evaluation and enhancement [6] √

Overall opinion √

11 Output

11.1 The pass rates and dropout rates are established, monitored and benchmarked for improvement [1] √

11.2 The average time to graduate is established, monitored and benchmarked for improvement [1] √

11.3 Employability of graduates is established, monitored and benchmarked for improvement [1] √

11.4 The types and quantity of research activities by students are established, monitored and benchmarked for improvement [2] √

Overall opinion √

Overall verdict √


APPENDICESPART 4



Appendix 1.1 Certificate of Accreditation Granted by BAN-PTAppendix 1.2 The Sharia and Law Management StructureAppendix 1.3. The DoFL Alumni and Academic Staff involment in Private and Public SectorsAppendix 1.1.1 Vision and Mission Syarif Hidayatullah of State Islamic UniversityAppendix 1.1.2 Statuta Syarif Hidayatullah of State Islamic University, 2014Appendix 1.1.3 Statuta Syarif Hidayatullah of State Islamic University, 2018Appendix 1.1.4 Renstra Syarif Hidayatullah of State Islamic University, 2017-2021Appendix 1.1.5 Keputusan Rektor No. 864 Tahun 2017 Tentang Pedoman Integrasi Ilmu Appendix 1.1.6 Graduate profiles Appendix 1.1.7 Program Educational Objectives (PEO) Appendix 1.1.8 Graduate attributes Appendix 1.1.9 Stakeholder needs Appendix 1.1.10 National Regulation on Curriculum and Higher education No. 44 Year 2015Appendix 1.1.11 Benchmarking to some prominent national and international universities Appendix 1.1.12 Online BenchmarkingAppendix 1.1.13 Minute of Focus Group Discussion (FGD)Appendix 1.1.14 Minute of WorkshopsAppendix 1.1.15 SurveyAppendix 1.1.16 BenchmarkingAppendix 1.1.17 Stakeholders Approve the Review ResultsAppendix 1.2.1 Minute of Focus Group Discussion (FGD)Appendix 1.3.1 Presidential Decree No. 8 Year 2012 on Indonesian National Qualification

Frameworks (INQF)Appendix 1.3.2 Graduate profilesAppendix 1.3.3 Stakeholders provide inputs in the formulation of ELOsAppendix 1.3.4 Minute Review of ELOs in 2014Appendix 1.3.5 Minute Review of ELOs in 2018Appendix 1.3.6 The 6th level of the KKNI Appendix 2.1.1 Program Specification for more completeAppendix 2.1.2 Minute meeting for review program specificationAppendix 2.1.3 Examples Program Specifiation before and after revisionAppendix 2.2.1 Sample of Course syllabyAppendix 2.2.2 Regulation of the Minister of Research, Technology and Higher Education No.

44 of 2015 on the National Standard of Higher EducationAppendix 2.2.3 Sample of Course syllabyAppendix 2.3.2 Updated and Published Program SpecificationAppendix 3.1.1 Rector Decree of Jakarta UIN No. 15 of 2015 on UIN Jakarta Curriculum

Development Guide Appendix 3.1.2 Rector Decree of Jakarta UIN No, 215 of 2016 about the Changes in Rector

Decree No. 10 of 2015 on Jakarta UIN Curriculum Development Guide






Part 4 Appendices | 59


Appendix 3.1.3 Curriculum of 2018 that is effectively implemented since September 2018.Appendix 3.2.1 Expected Learning Outcomes (ELO).Appendix 3.2.2 Expected Learning Outcomes (ELO).Appendix 3.2.3 Sample of Islamic Jurisprudence of Mariage Syllabi.Appendix 3.3.1 The Decree of the Ministry of Education and Culture No. 49 of 2014 on

National Standard of Higher Education.Appendix 3.3.2 Academic Guide Book.Appendix 3.3.3 Academic Guide Book. Appendix 3.3.4 SOP Thesis Examination/Munaqasah.Appendix 3.3.5 Stakeholders input and FGD.Appendix 3.3.6 Review ELO’s.Appendix 3.3.7 Sample of Learning Plan Designs.Appendix 3.3.8 Tracer Studies and Stakeholders Needs.Appendix 4.2.1 ELO’s.Appendix 4.2.2 Sample of Learning Methodes.Appendix 4.2.3 Document of Student and Lecturer Evaluation.Appendix 4.3.1 Sample of Learning Methodes Outside and Inside Calssroom.Appendix 5.1.1 Regulation of the Ministry of Research, Technology, and Higher Education

No. SNPT 44 of 2015 on the National System of Higher Education Appendix 5.2.1 The grading scheme for courses.Appendix 5.2.2 Internship.Appendix 5.2.3 Research proposal exam.Appendix 5.2.4 Comprehensive Exam.Appendix 5.2.5 Final Thesis Exam.Appendix 5.4.1 Document of Student and Lecturer Evaluation.Appendix 5.4.2 Service Satisfactory Survey.Appendix 5.4.3 Document Service Satisfactory Survey.Appendix 5.5.1 Appeal Form.Appendix 5.5.2 SOP Appeal.Appendix 5.5.3 SOP Appeal.Appendix 6.1.1. Law No. 5 of 2014 on State Civil Administration/ Government Regulation No.

11 of 2017 on the Management of Civil Servants.Appendix 6.1.2 List of LecturerAppendix 6.1.3 Rector Decree No. 294 of 2006 on Recruitment and Selection Guide of

Lecturers of UIN Syarif Hidayatullah Jakarta.Appendix 6.1.4 the Rector Decree No. 748 of 2016 on the Recruitment of Lecturers of Syarif

Hidayatullah State Islamic University.Appendix 6.1.5 Government Regulation No. 32 of 1979 about the Suspension of Civil Servants

and the Government Regulation No. 65 of 2008 about the Second Alteration on the Government Regulation No. 32 of 1979 on the Suspension of Civil Servants, and the Law No. 5 of 2014 on State Civil Administration.

Appendix 6.2.1 Academic Staff’s activities/ https://lkp.uinjkt.ac.id/skpo/login.zul




Appendix 6.2.2 http://lp2m.uinjkt.ac.id/en/Appendix 6.2.3 Academic Staff Activities.Appendix 6.3.1 Rector Decree No. 748 of 2016.Appendix 6.4.1 Academic Staff’s activities/ https://lkp.uinjkt.ac.id/skpo/login.zulAppendix 6.5.1 List of Training and Developmental Academic Staff. Appendix 6.7.1 http://litapdimas.kemenag.go.id/Appendix 6.7.2 List of Training and Workshop on Academic WritingAppendix 7.1.1 Human Resources PlanningAppendix 7.1.2 Strategic Plan UIN Syarif HidayatullahAppendix 7.4.1 List of Support Staff Training.Appendix 7.5.1 https://lkp.uinjkt.ac.id/skpo/login.zulAppendix 8.1.1 Decree of the Ministry of Research Technology and Higher Education; the

Ministry of Religious Affairs; and the Rector of UIN Syarif Hidayatullah Jakarta.Appendix 8.4.1 Academic Consultation BookAppendix 8.4.2 Student FacilitiesAppendix 8.4.3 Student Actifities (Yearly Report of FSH Performance)Appendix 8.4.4 Report of UIN Career CentreAppendix 9.4.1 University Strategic Planning year 2018-2021Appendix 10.1.1 Stakeholders Input and Recommendation Appendix 10.1.2 Stakeholders Input and RecommendationAppendix 10.1.3 Minutes of MeetingAppendix 10.1.4 Graduate Profiles, Program Educational Objectives (PEO), and ELOs of the

Department of Family LawAppendix 10.1.5 Tracer StudyAppendix 10.3.5 EDOMAppendix 10.3.6 Training and Workshop for Academic Staff Appendix 10.4.1 Sample ResearchesAppendix 10.5.1 Survey of Student SatisfactoryAppendix 11.2.1 The Family Law EvaluationAppendix 11.2.2 Tracer AlumniAppendix 11.2.3 Tracer AlumniAppendix 11.4.1 List of Journals

http://lp2m.uinjkt.ac.id/en/


http://litapdimas.kemenag.go.id/


Jalan Ir. H. Juanda Nomor 95, Ciputat, Jakarta 15412, IndonesiaTelephone: (62-21) 74711537 Fax: (62-21) 7491821Email: [email protected]: hk.fshuinjkt.ac.id


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