Halaman Pengesahan

i

LIST OF ABBREVIATIONS

AA Ancangan Aplikasi, Applied Approach

AUN-QA ASEAN University Network-Quality Assurance

BAN PT National Accreditation Body for Tertiary School, Badan

Akreditasi Nasional Perguruan Tinggi

BEM Students Executive Body, Badan Eksekutif Mahasiswa

Bikun Bis Kuning, Yellow Bus

BKS

Badan Kerja Sama Dekan Fakultas Hukum Perguruan Tinggi

Negeri, Cooperation Body of Dean of Faculties of Law of Public

Universities

BPM Badan Permusyawaratan Mahasiswa, Student Senate

BPMA Badan Penjaminan Mutu Akademis, Academic Quality

Assurance Body of Universitas Indonesia

BPTRI Balai Perguruan Tinggi Republik Indonesia, Republic of

Indonesia House of Higher Education

Dikti Direktorat Pendidikan Tinggi, Directorate of Higher Education

EDOM Evaluasi Dosen oleh Mahasiswa, Evaluation of Lecturers by

Students

ELO Expected Learning Outcomes

EVISEM Evaluasi Semester, Semesterly Evaluation

EVITAH Evaluasi Tahunan, Annual Evaluation

FoL Faculty of Law, Universitas Indonesia

GBRP Garis Besar Rancangan Pengajaran, Detail Course Outlines

GPA Grade Point Average

ILUNI Ikatan Alumni Universitas Indonesia, UI Alumni Association

ISO International Standard Organization

IUP International Undergraduate Program

K3L Keselamatan, Kesehatan Kerja dan Lingkungan, Environment,

Health and Safety Standard

KKNI Kerangka Kualifikasi Nasional Indonesia, Indonesia National

Qualification Framework

LONTAR Library Automation and Digital Archive

Menristek

Kementerian Riset Teknologi dan Pendidikan Tinggi Republik

Indonesia, Ministry of Research Technology and Higher

Education of the Republic of Indonesia

ii

MKP Mata Kuliah Peminatan, Program Mandatory Courses

MKPLKH Mata Kuliah Pendidikan dan Latihan Kemahiran Hukum,

Training and Practicing Legal Skill Course

MKWRSH Mata Kuliah Wajib Rumpun Sosial Humaniora, Social

Humanities Mandatory Courses

MKWU Mata Kuliah Wajib Universitas, University Mandatory Course

NGO Non-Governmental Organizations

NIDK Nomor Induk Dosen Khusus, Special Lecturer Identification

Number

NIDN Nomor Induk Dosen Nasional, National Lecturer Identification

Number

OSVIR Opleidingsschool voor Inlandsche Rechtskundige, Training

School for Indigenous Legal Officers

Pekerti Program Peningkatan Keterampilan Dasar Teknik Instruksional,

Improving Basic Instructional Skill Program

PPKB Program Pemerataan Kesempatan Belajar, Equal Study

Opportunity Program

RHS Rechtshoogeschool, Law School

SAP Satuan Acara Pengajaran, Courses Syllabi

SAR Self-Assessment Report

SBMPTN Seleksi Bersama Masuk Perguruan Tinggi Negeri, Joint Entrance

Test for State University

SH Sarjana Hukum, Bachelor of Law

SIAK-NG Sistem Informasi Akademik-New Generation, Academic

Information System New Generation

SIMAK-UI Seleksi Masuk Universitas Indonesia, UI Entrance Selection

SIPEG Sistem Informasi Kepegawaian, Employee Information System

SNMPTN Seleksi Nasional Masuk Perguruan Tinggi Negeri, National

Entrance Selection for State University

Spekun Sepeda Kuning, Yellow Cycle

UNESCO United Nations Educational, Scientific and Cultural Organization

UI Universitas Indonesia

iii

LIST OF TABLES AND FIGURES

Figure A1. Preparation Process of AUN-QA SAR of FoL-UI 3

Figure 1.1. Indonesian National Qualification Framework (KKNI) 8

Figure 1.2.1. Course Alignment 10

Figure 1.2.2. Distribution of Specialization Courses 10

Figure 1.3. Roadmap of Competence Development 12

Figure 3.1.1. Chunk of Competences 15

Figure 3.1.2. Relation between Competences and Curriculum 16

Figure 3.1.3. Relation between Competences and ELOs 16

Figure 3.2. Courses Types 17

Figure 4.1. Alignment of Education Philosophy 19

Figure 4.2. Relation of Teaching and Learning Activities and ELOs 20

Figure 5.1. Relation of Technology and People Engagement to ELOs 21

Figure 5.2.1. Grading System 22

Figure 5.2.2. Grading Components 22

Figure 5.4. Lecturers Evaluation by Students 23

Table 6.1.1. Academic Ranks 25

Table 6.1.2. Lecturers Certification 25

Table 6.2.1. Staff to Student Ratio 26

Table 6.2.2. Three Virtues Based on Employment Schemes (per Semester) 26

Table 6.4.1. Lecturers' Academic Background 28

Table 6.4.2. Average Score of Lecturers’ Evaluation by Students (Scale of 1-6) 28

Table 6.7. Number of Researches 30

Table 7.3. Support Staffs Academic Background 31

Figure 8.1. Student Admission Website 33

Figure 8.3.1. Study Plan 34

Figure 8.3.2. Study Record 35

Figure 8.4. Student-Academic Counsel Correspondence 36

Table 10.3. Criteria to Evaluate Assessment 42

Table 11.1. Student Pass and Drop-out Rates 43

Table 11.2. Summary of Graduation Time 44

Figure 11.3.1. Employment Time 44

Figure 11.3.2. Lines of Employment 45

v

TABLE OF CONTENTS

LIST OF ABBREVIATIONS i

LIST OF TABLES AND FIGURES iii

PART 1: INTRODUCTION 1

1. Summary of the Self-Assessment 1

2. Organization of the Self-Assessment Report 2

3. Institutional Profile 3

PART 2: AUN-QA CRITERIA 7

Criterion 1: Expected Learning Outcomes 7

1.1. The expected learning outcomes have been clearly formulated and

aligned with the vision and mission of the university 7

1.2. The expected learning outcomes cover both subject specific and

generic learning outcomes 9

1.3 The expected learning outcomes clearly reflect the requirements of

the stakeholders 11

Criterion 2: Program Specification 12

2.1. The information in the program specification is comprehensive and

up-to-date 12

2.2. The information in the course specification and up-to-date 13

2.3. The program and course specification are communicated and made

available to the stakeholders 13

Criterion 3: Program Structure and Content 14

3.1. The curriculum is designed based on constructive alignment with the

expected learning outcomes 14

3.2. The contribution made by each course to achieve the expected

learning outcomes is clear 17

3.3. The curriculum is logically structured, sequenced, integrated and up-

to-date 17

Criterion 4: Teaching and Learning Strategy 18

4.1. The education philosophy is well articulated and communicated to

all stakeholders 18

vi

4.2. Teaching and learning activities are constructively aligned to the

achievement of the expected learning outcomes 19

4.3. Teaching and learning activities enhance life-long learning 20

Criterion 5: Student Assessment 21

5.1. The student assessment is constructively aligned to the achievement

of the expected learning outcomes 21

5.2. The student assessment including timelines, methods, regulations,

weight distribution, rubrics and grading are explicit and

communicated to students 21

5.3. Methods including assessment rubrics and marking schemes are

used to ensure validity, reliability and fairness of student

assessment 23

5.4. Feedback of student assessment is timely and helps to improve

learning 23

5.5. Students have ready access to appeal procedure 24

Criterion 6: Academic Staff Quality 24

6.1. Academic staff planning is carried out to fulfill the needs for

education, research, and service 24

6.2. Staff-to-student ratio and workload are measured and monitored to

improve the quality of education, research and service 26

6.3. Recruitment and selection criteria including ethics and academic

freedom for appointment, deployment and promotion are

determined and communicated 27

6.4. Competences of academic staff are identified and evaluated 27

6.5. Training and developmental needs of academic staff are identified

and activities are implemented to fulfill them 29

6.6. Performance management including rewards and recognition is

implemented to motivate and support education, research and

service 29

6.7. The types and quantity of research activities by academic staff are

established, monitored and benchmarked for improvement 30

Criterion 7 Support Staff Quality 30

7.1. Support staff planning is carried out to fulfill the needs for

education, research, and service 30

7.2. Recruitment and selection criteria for appointment, deployment,

and promotion are determined and communicated 31

7.3. Competencies of support staff are identified and evaluated 31

7.4. Training and developmental needs of support staff are identified,

and activities are implemented to fulfill them 31

7.5. Performance management including rewards and recognition is

implemented to motivate and support education, research, and

service 32

Criterion 8: Student Quality and Support 32

8.1. The student intake policy and admission criteria are defined,

communicated, published, and up-to-date 32

vii

8.2. The methods and criteria for the selection of students are

determined and evaluated 33

8.3. There is an adequate monitoring system for student progress,

academic performance, and workload 34

8.4. Academic advice, co-curricular activities, student competition, and

other student support services are available to improve learning

and employability 35

8.5. The physical, social and psychological environment is conducive

for education and research as well as personal well-being 36

Criterion 9 Facilities and Infrastructure 36

9.1. The teaching and learning facilities and equipment are adequate

and updated to support education and research 36

9.2. The library and its resources are adequate and updated to support

education and research 37

9.3. The laboratories and equipment are adequate and updated to

support education and research 38

9.4. The IT facilities including e-learning infrastructure are adequate

and updated to support education and research 38

9.5. The standards for environment, health and safety; and access for

people with special needs are defined and implemented 40

Criterion 10: Quality Enhancement 40

10.1. Stakeholders’ needs and feedback as input to curriculum design

and development 40

10.2. The establishment, evaluation, and enhancement of curriculum

design and development process 41

10.3. The teaching and learning processes and student assessment are

continuously reviewed and evaluated to ensure their relevance and

alignment 41

10.4. Research output is used to enhance teaching and learning 42

10.5. Quality of support services and facilities is subjected to evaluation

and enhancement 42

10.6. The stakeholder’s feedback mechanisms are systematic and

subjected to evaluation and enhancement 42

Criterion 11: Output 43

11.1. The pass and dropout rates are established, monitored and

benchmarked for improvement 43

11.2. The average time to graduate is established, monitored and

benchmarked for improvement 43

11.3. Employability of graduates is established, monitored and

benchmarked for improvement 44

11.4. The types and quantity of research activities by students are

established, monitored and benchmarked for improvement 45

11.5. The satisfaction levels of stakeholders are established, monitored

and benchmarked for improvement 46

PART 3: STRENGTHS AND WEAKNESSES ANALYSIS 46

1. Summary of Strengths, Weaknesses Analysis, and

Improvement Plan 46

2. Checklist for AUN Quality Assessment at Program Level 48

PART 4: APPENDICES 53

viii

Bachelor of Law Program

UNIVERSITAS INDONESIA 1

PART 1: INTRODUCTION

1. Summary of the Self-Assessment

The Faculty of Law, Universitas Indonesia (FoL) is committed to continuous

improvement. The submission of this Self-Assessment Report (SAR) to ASEAN

University Network-Quality Assurance (AUN-QA) is part of the FoL’s attempt to

enhance quality in education by means of receiving independent and impartial feedbacks

for its self-evaluation. The Dean has appointed a team consisting of academic and support

staff to prepare, draft, and circulate the SAR on Bachelor of Law Program (the Program)

to stakeholders prior to site assessment by AUN-QA assessors.

The SAR consists of four parts. Part 1 provides summary and overview of the SAR. Part

2 elaborates the eleven criteria of AUN-QA with regards to FoL. Part 3 analyzes FoL’s

strength and weakness. Finally, part 4 contains appendixes and supporting documents

used for preparing the previous parts.

The following is general information of the FoL and the Program:

Name of Institution Universitas Indonesia

Name of Faculty Law

Name of Study Program Legal Science/Law

Degree Awarded Bachelor of Law (SH, Sarjana Hukum)

Year of the Program Introduced 1924

Entry Requirement High School Diploma

Mode of Study Full-time

Duration of Study 4 (four) years/8 (eight) semesters

Curriculum of the Course 2013 Curriculum

National Accreditation Status 2017 (Accredited: Grade A), BAN-PT

[382/400]

Graduate Profile

Bachelor of law/graduate capable of

analyzing various legal issues by applying

legal ideas, procedure, method, and

concepts based on ethics

Criterion 1 discusses the Program’s expected learning outcomes (ELOs). There are 17

(seventeen) ELOs derived from the mission and vision of UI and FoL. The ELOs are also

aligned with level 6 of Indonesia National Qualification Framework (Kerangka

Kualifikasi Nasional Indonesia, KKNI). Criteria 2 to 5 provide information about the

Program. The FoL review and revise the Program every 3-5 years to keep up with rapid

Self-Assessment Report

FACULTY OF LAW 2

change in the development of law and stakeholders’ needs. Criteria 6 and 7 describe

academic and support staffs involved in teaching and learning in the program. Criteria 8

and 9 discuss inputs required to assure teaching and learning process. Criterion 10

evaluates quality enhancement and feedback from stakeholders. The results from the

whole learning and teaching process can be seen in Criterion 11, which cover the outputs

provided by students and academic staff, and are in line with stakeholders’ satisfaction.

2. Organization of the Self-Assessment Report

In 31 July 2018, the Dean, Prof. Melda Kamil Ariadno formed the SAR Team consists

of:

1. Prof. Harkristuti Harkrisnowo, PhD

Team Leader/Chairperson of UI Board of Professors

2. Yu Un Oppusunggu, PhD

Vice Team Leader/Head of Special Unit for Increasing Citation-Soediman

Kartohadiprodjo Legal Document and Reference Center

3. Dr. Surastini Fitriasih

Member/Chairperson of FoL Senate

4. Dr. Yetty Komalasari Dewi

Member/Head of QA Unit

5. Mr. Wahyu Andrianto

Member/Education Manager

6. Arie Afriansyah, Ph.D

Member/Head of Special Unit for Internationalization

7. Heru Susetyo Ph.D

Member/Research and Publication Manager

8. Dr. Lidwina Nurtjahyo

Member/Community Service Manager

9. Dr. Sonyendah Retnaningsih

Member/Head of Special Unit for Lecturer Preferment

10. Mr. Ari Wahyudi

Member/Student Affairs Manager

11. Ms. Marliesa Qadariani

Member/Human Resources Manager

12. Mr. Ghunarsa Sujatnika

Member/Staff of Student Affairs

13. Mr. Choky Ramadhan

Member/Staff of Special Unit for Strengthening Alumni Relation

14. Ms. Ryan Mutiara

Member/Staff of QA Unit

15. Mrs. Sumarni

Member/Staff of QA Unit

Bachelor of Law Program

UNIVERSITAS INDONESIA 3

Figure 1 shows the process of preparing AUN-QA SAR. The SAR Team collected data,

performed brainstorming, gathered evidences, and bridged gaps the preparation of the

SAR. The SAR draft then was submitted to the UI Academic Quality Assurance Board

(BPMA) for internal review. The draft was also limitedly circulated to stakeholders –

staffs, students, alumni, employers, and Government officials – to generate as many

feedbacks as possible for quality enhancement in the future. Based on the review and

feedbacks, the SAR Team revised, improved, and resubmitted to BPMA for final check.

Finally, on behalf of the FoL, BPMA submitted the SAR to AUN-QA for desk and site

assessments.

Evidence prepared for the SAR are obtained from various sources. Legal documents are

from the Government of Indonesia, including the Ministry of Research and Higher

Education (Menristek), the Board of Trustees of UI, the Rector, the Dean and the Senate

of the FoL. The SAR Team reviewed and revised to accommodate recent development

and achievement as well as constraints. The FoL submission to the National

Accreditation Body for Higher Education (Badan Akreditasi Nasional Perguruan Tinggi,

BAN PT) in January 2017 also helped the preparation of the SAR.

Figure A1. Preparation Process of AUN-QA SAR of FoL-UI

3. Institutional Profile

The establishment of institute of higher education for medicine by the colonial

Government of Dutch East Indies in 1849 laid down the foundation of Universitas

Indonesia (UI). Six decades later the same Government opened the Training School for

Indigenous Legal Officers (Opleidingsschool voor Inlandsche Rechtskundige, OSVIR)

in Batavia (now Jakarta). OSVIR was renamed High School of Law (Rechtsschool) in

1922. Two years later the Government upgraded the teaching of law to university level

by establishing the Law School (Rechtshoogeschool, RHS). During the Pacific War, the

Japanese Occupation Government closed all institutions of higher education.

Self-Assessment Report

FACULTY OF LAW 4

On 19 August 1945, two days after the Independence, the Indonesian Government

opened the College Hall of the Republic of Indonesia (Balai Perguruan Tinggi Republik

Indonesia, BPTRI) consisting among others of the Faculty of Law and Social Sciences

(Fakultet Hukum dan Pengetahuan Masyarakat). A year later it was renamed the Faculty

of Law and Letters (Fakultet Hukum dan Sastra). On 21 January 1946, the returning

Dutch Government transformed the RHS into the Faculty of Law and Social Sciences

(Faculteit der Rechtsgeleerdheid en Sociale Wetenschappen) of the newly established

Emergency University (Nood-University). The following year the university was

christened Universiteit van Indonesië. On 2 February 1950, the BPTRI merged with the

Universiteit van Indonesië and became UI, the largest public university in the country.

Later on, the Faculty of Law and Letter of BPTRI and the Faculty of Law and Social

Sciences of the Universiteit van Indonesië formed the Faculty of Law and Social Sciences

(Fakultet Hukum dan Pengetahuan Masyarakat) of UI. In 1959, a slight change of name

was made, but the English translation remains the Faculty of Law and Social Sciences

(Fakultas Hukum dan Ilmu Pengetahuan Masyarakat). A decade later, a spin-off was

made to separate the teaching and learning of social sciences from law. The former was

administered by the newly founded Faculty of Social Sciences (Fakultas Ilmu

Pengetahuan Masyarakat), and the latter became the FoL.

The Rector selects and appoints the Dean of the FoL. In running the FoL, the Dean is

assisted by the Vice Dean for Academic Affairs and the Vice Dean for Non-academic

Affairs. The current management structure is shown in Appendix A1. Currently the FoL

have 128 (one hundred and twenty-eight) full-time faculty members, including 22

(twenty-two) professors and 55 (fifty-five) doctors. Additionally, there are 39 (thirty-

nine) part-time faculty members, 11 (eleven) of them hold doctorate degree.

As the oldest faculty of law in Indonesia, the FoL have taken the lead in developing legal

science. Its curricula and teaching methods have become reference for other faculties of

law. It played a leading role in the Consortium of Legal Science established by the then

Directorate General of Higher Education of the Department of Education and Culture of

the Republic of Indonesia. Before the turning of the millennium, the Government closed

the Consortium. Yet its function has been continued by the Cooperation Body of Deans

of Faculties of Law of Public Universities (Badan Kerja Sama Dekan Fakultas Hukum

Perguruan Tinggi Negeri, BKS), which was initiated, among others, by the FoL.

In recent years, the FoL maintain its prominence in the country. Some of the academic

staff were the initiators for the establishments of various law associations in the country

and overseas. It has strong and extensive network in Indonesia and overseas. The FoL

were one of the founding members of the Asian Law Institute, a network of leading

faculties of law in Asia-Pacific region. In addition, the FoL are also a member of the

International Association of Law Schools and chair for Legal Education in ASEAN LAW

Association (ALA). The FoL have also built up academic cooperation with large numbers

of Law Faculties, Law Schools and research centers around the world.

Bachelor of Law Program

UNIVERSITAS INDONESIA 5

On individual capacity, professors and lecturers have become members of various

professional academic associations or networks such as International Academy of

Comparative Law, Development of International Law in Asia (DILA) Foundation, Asian

Society of International Law, South East Asia Human Rights Network (SEAHRN),

Human Rights Research Centre for ASEAN (HRRCA), and World Society of

Victimology. Its alumni and academic staff have been assigned to various senior and

strategic posts in the Government and the judiciary [Appendix A2]. These assignments

are pivotal to developing the teaching and learning of law as well as enhancing the quality

of education.

Academic staff are grouped into divisions (bidang studi). There are eight divisions, i.e.

(1) foundational legal science, (2) civil law, (3) criminal law, (4) procedural law, (5)

constitutional law, (6) administrative law, (7) international law, and (8) law, society and

development. All divisions have three representatives in the Faculty Senate. The Senate

is mainly responsible for determining academic policy in the FoL. The Board of

Professors, whose members are all professors, is responsible for fostering academic life,

moral integrity and academic ethics.

The FoL have two campuses. The Salemba campus in Central Jakarta is mainly used for

graduate programs. Conveniently located in the forepart of UI main campus, the Depok

campus, operated since 1987, is where the Program is taking place.

The FoL administer undergraduate and graduate programs. The former, which is the

Program, consists of three subprograms: regular, parallel, and international

undergraduate class. The latter consists of two master programs –master of laws and

notary– and doctoral program.

As of September 2018, the number of enrolled students is 3225 students, consisting of

1783 undergraduate, 1359 master, and 83 for doctoral programs. The Program is

delivered in Indonesian language for regular and parallel subprograms, and English

language for International Undergraduate Program (IUP). Courses for the regular and

IUP subprograms are mostly taught between 8.00 am to 1.00 pm; whereas courses the

parallel subprogram start between 2.00 to 9.00 pm.

The FoL operate within the guidelines and values determined by UI. Its Statute stipulates

UI vision as “to be a competitive center of excellence for knowledge, technology, and

culture, through the effort to educate and increase the prosperity of the people, and to

contribute to the development of the people of Indonesia and the world.” This vision has

further been actualized to relate to Rector’s five-year term, and Dean’s four-year term as

follows:

Self-Assessment Report

FACULTY OF LAW 6

UI Vision (2015-2020) FoL Vision (2017-2021)

Establishing UI as an independent and

prominent university capable of

resolving problems and challenges

nationally and globally, as one of the

leading universities in South East

Asia.

Becoming a leading and competitive

center of legal science in South East

Asia

Similar alignment is made for UI and the FoL’s mission.

UI Mission (2015-2020) FoL Mission (2017-2021)

To provide quality higher education

easily accessible to everyone;

Educate the life of the nation in the

field of law;

Conduct the Tri Dharma (education,

research and community service) that

is capable to meet the national and

global challenges;

Administer high-quality legal

education;

Create highly intellectual graduates

with good virtues that can compete

globally;

Developing legal science through

research;

Creating a nurturing academic climate

that will support the realization of the

university’s vision.

Creating academic atmosphere that

supports the attainment of the FoL’s

vision;

The objectives of the Program are to educate bachelors of law who:

1. Become persons of probity;

2. Master basic legal science and skills to identify, understand, explain and resolve

legal problems using appropriate method;

3. Able to apply legal science and skills for productive activities and community

service with appropriate behavior and attitude;

4. Able to act and behave properly in their professions and society; and

5. Able to keep up with the development of science, technology and/or arts relevant

to their expertise.

Bachelor of Law Program

UNIVERSITAS INDONESIA 7

PART 2: AUN-QA CRITERIA

Criterion 1: Expected Learning Outcomes

1.1. The expected learning outcomes have been clearly formulated and aligned

with the vision and mission of the university

The FoL anchor its vision and mission to that of UI’s. It determines to become a leading

and competitive center of legal science in South East Asia. Based on this vision, the FoL

undertake a mission to:

1. Educate the life of the nation in the field of law;

2. Administer high-quality legal education;

3. Develop legal science through research; and

4. Create academic atmosphere supporting the attainment of the vision.

The FoL administer study programs at undergraduate and graduate levels. The objectives

of the Program are to educate Bachelors of Law who are:

1. Become persons of probity;

2. Master basic legal science and skills to identify, understand, explain and resolve

legal problems using appropriate method;

3. Able to apply legal science and skills for productive activities and community

service with apropriate behavior and attitude;

4. Able to act and behave properly in their professions and society; and

5. Able to keep up with the development of science, technology and/or arts relevant

to their expertise.

Based on the above objectives, the FoL have specified graduate profile of the Program,

i.e. Bachelors of Law who are able to analyze various legal problems by applying ideas,

procedure, method, and concepts of law based on legal professional ethics. The profile

is congruent with UI and FoL’s emphasis on research-based education for developing

science, arts, and culture that will contribute to the Indonesian society and the world.

The graduate profile is to be achieved through ELOs. When drawing ELOs, in addition

to UI’s and its vision and mission, the FoL took into consideration national legislation

on curriculum for higher education [Appendix 1.1.]. The process to determine ELOs are

as follows. The Dean appoints academic staff whose names are proposed by all divisions

as curriculum review team. The team must assess and review existing curriculum by

involving stakeholders and taking into consideration demand from workforce. Based on

their findings, the team submit a report and curriculum proposal to the Dean. The latter

further submit the proposal to the Faculty Senate for comments and endorsement. Based

Self-Assessment Report

FACULTY OF LAW 8

on the Senate approval, the Dean subsequently submit the curriculum proposal to the

Rector. Approval from the Rector is given in the form of Rectorial Decree on Curriculum.

Since the 2013/2014 Academic Year, the Program has implemented the 2013

Competence-Based Curriculum. The five competences it covers are (1) character-

building, (2) mastery of science, technology, arts, and/or sports, (3) ability in and skills

for work, (4) acting and behaving at work displaying acquired expertise in knowledge

and skills, and (5) comprehension of social norms in his/her chosen profession.

The curriculum also accommodates the standard sets by the Indonesian National

Qualification Framework (KKNI) on bachelor program, i.e. Level 6. It requires graduates

to apply their knowledge and make use of science and technology and/or arts to solve

problems and adapt to challenges; master theoretical concepts of certain knowledge and

formulate steps for problem solving; able to make decision based on data and

information, and provide alternatives solutions; and take responsibility of their own

works and trustworthy teamwork.

Figure 1.1. Indonesian National Qualification Framework (KKNI)

Bachelor of Law Program

UNIVERSITAS INDONESIA 9

Consequently, the Program has the following ELOs:

1. Able to formulate basic concepts of Indonesian people and society;

2. Possess critical, creative, and innovative thinking, and acquire intellectual

curiosity to solve problems at individual and societal level;

3. Able to explain ideas, concepts and relations involving State, sovereignty, and

society;

4. Able to utilize communication information technology;

5. Able to elaborate terms, definitions, facts, ideas, and basic principles, legal

system, legal pluralism and functions of law:

6. Able to conduct research in legal science;

7. Able to explain understanding in all fields of legal science (private and public):

8. Proficient in Indonesian and English both orally and in writing for academic and

non-academic activities;

9. Able to analyze the structure of legal science using positive law (material and

formal law);

10. Able to provide alternative solutions for various problems arising in community,

society, nation, and state;

11. Able to analyze special fields of law, interdisciplinary and its development;

12. Able to analyze legal problems using the approach of private, criminal, economic,

administrative, constitutional, international, Islamic law, or law and society, and

other field of legal science;

13. Able to determine settlement of legal disputes by applying scientific principles

and legal skills;

14. Able to identify various entrepreneurial endeavor characterized by innovation and

independence based on ethics;

15. Able to correlate science and acquired skills with productive activities and

community service;

16. Able to choose proper act and attitude based on norms and ethics in legal

profession in work as well as society; and

17. Able to correlate legal science with the development of science, technology,

society and/or culture.

1.2. The expected learning outcomes cover both subject specific and

generic learning outcomes

Courses are to equip students to achieve the ELOs. In line with the Government and UI

regulations, higher education institutions must produce students with general and specific

learning outcomes. On the one hand, some courses contribute to higher number of ELOs-

forming than others. On the other hand, some ELOs will have been attained sooner than

others.

Self-Assessment Report

FACULTY OF LAW 10

Figure 1.2.1. Course Alignment

The 2013 Competence-Based Curriculum offers 127 courses divided into university,

faculty, and specialized mandatory subjects [Appendix 1.2.]. Students must choose one

of the 13 specializations or 1 sub-specialization to graduate.

Figure 1.2.2. Distribution of Specialization Courses

Bachelor of Law Program

UNIVERSITAS INDONESIA 11

1.3 The expected learning outcomes clearly reflect the requirements

of the stakeholders

Generally, the public perceives that the Program will produce officers of the law. Given

the recruitment policy of the Supreme Court and the Attorney General Office, graduates

of the Program cannot immediately become judges or public defenders. However,

depending on the opening, having bachelor of law degrees will enable them to apply to

Judges’ Training Center and Prosecutor’s Training Center administered respectively by

the Supreme Court and the Attorney General Office. Holding law degree also opens the

opportunity to become lawyer. Should graduates choose this profession, they must enroll

in certified-training administered by the Indonesian Advocate Association, and pass bar

exam. Many of the FoL graduates become civil servants. Most of them become staff at

legal bureau of Government ministries, state institutions, or private companies. A small

number of the graduates join the academia, or become teachers. Some engage as activists

at Non-Governmental Organizations (NGOs). Those who would like to become public

notary must first continue to master of notary program. Small numbers of them pursue

other professions.

The FoL have monitored these lines of employment, and have been involving

representatives of the above professions in curriculum review as stakeholders of the

Program. [Appendix 1.3.]. There are seven major categories of law graduate career over

the last few years. Majority of them, 25.6%, work as a lawyer at law firm in Indonesia,

and 25.2% work at private company. As many as 16.8% work at a public institution such

as ministry or state institution, 10.8% at state-owned company, and 8% at law

enforcement agencies and judiciary. Furthermore, 3.6% of law graduates work at higher

education and 2% of them work at Non-Government Organization (NGO).

The lines of employment require graduates to combine their theoritical and practical

knowledge and understanding the social environment as well as challenges. The 17 ELOs

have anticipated the workforce requirement so that graduates should able to excel.

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FACULTY OF LAW 12

Figure 1.3. Roadmap of Competence Development

Criterion 2: Program Specification

2.1. The information in the program specification is comprehensive and up-to-date

Information in program specification consists of (1) vision and mission; (2) institutional

profile, (3) management structure; (4) graduate profile, (5) curriculum, (6) ELOs, (7)

teaching and learning method, (8) available sub-programs, (9) student evaluation, (10)

student support, (11) facilities and infrastructure, (12) course descriptions, (13) academic

staff, (14) student organizations, (15) alumni association, (16) academic journals, and

(17) code of conduct.

Bachelor of Law Program

UNIVERSITAS INDONESIA 13

Using various media, the FoL furnish this information as comprehensive as possible to

all stakeholders. It publishes Academic Guide Book (Buku Pedoman Akademik) annually

that contains all the information above [Appendix 2.1.]. Although the book is

disseminated to first year students prior to the start of academic year, the public may

obtain a free copy. Most of the information is also available in the FoL’s website. Like

the book, information is available in Indonesian and English language. The FoL’s Public

Relations maintains the website to update information based on inputs from the

Academic Bureau annually two months prior to the start of academic calendar.

Adapting to current preference on audio-visual, the FoL have produced video profile in

Indonesian and English. Additionally, the Public Relations maintains a YouTube

channel: Fakultas Hukum Universitas Indonesia. Private initiatives, mostly by students,

also feed the public and stakeholders with general information, tips and trick in passing

the entrance test, studying and students’ life.

2.2. The information in the course specification and up-to-date

To ensure that the information in the Academic Guide Book is up-to-date, the FoL revise

and publish it annually. In addition to the Guide Book, SIAK-NG, UI-administered

academic information system, furnishes further information about (18) course schedules,

and (19) classrooms. Once enrolled in a course, students will have more information

about (20) its syllabus, (21) media used during lecture, (22) course activity, (23) reading

lists, and (24) weight distribution of every grade component. [Appendix 2.2.]

Academic staff are responsible for uploading this information at SIAK-NG before

semester starts. Necessary changes can be made any time during the semester. In the first

week of the semester, lecturer will explain and/or (25) add more information on the

course. Academic staff are free to revise and/or adjust course content and reading lists.

They will consider latest development and feedbacks from stakeholders for revising and

adjusting courses before the class starts. In addition to SIAK-NG, courses syllabi are

publicly available at SAP (Satuan Acara Pengajaran Universitas Indonesia).

2.3. The program and course specification are communicated and made available

to the stakeholders

The FoL disseminate information on the Program through printed media. In addition to

(1) Academic Guide Book, the FoL also produce (2) brochures [Appendix 2.3.1.] A 24-

hour (3) website is available to provide stakeholders with information about the Program.

The FoL have actively participated in (4) UI Open Days to introduce the Program to high

school students. Since 2014, the FoL have been outreaching to prospective students

through (5) a series of roadshow to high schools in various cities and through radio

stations [Appendix 2.3.2.]. The FoL have also welcomed (6) senior high school students

from various cities to its Depok campus [Appendix 2.3.3.]. Respected (7) national press

has greatly helped to communicate the Program. Tempo Magazine conducted a national

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FACULTY OF LAW 14

survey on favorite programs in the country. For law programs, the FoL have consistently

been one of the most favorite study programs in Indonesia. The Program remains one of

the most favorites in the 2018 Joint Entrance Test for State University (SBMPTN).

Criterion 3: Program Structure and Content

3.1. The curriculum is designed based on constructive alignment with the expected

learning outcomes

Regulation of the Rector of Universitas Indonesia No. 2198 of Year 2013 and Regulation

of the Rector of Universitas Indonesia No. 14 of Year 2016 require curriculum review

every three to five year. The review must consider sectoral demands, current

development, and inputs from stakeholders.

In 2011, the Dean formed the Competence-based Curriculum Review Team [Appendix

3.1.1.]. The team was to review the 2002 Curriculum, and to ensure that the result would

be compatible with Decision of the Minister of National Education on Core Curriculum

for Higher Education No. 045/U/2002 [Appendix 3.1.2.]. The Ministerial Decision

stipulates that curriculum for the Program must consist of the so-called core curriculum

(kurikulum inti), and institutional curriculum (kurikulum institusional). The former was

across-the-board for all law study programs in Indonesia. For the latter, a study program

might develop specialties based on the academic strength of its university. The core

curriculum was to form students’ main competence, while the institutional curriculum

was to equip them with supporting and other competences. Main competence courses

could take up 40-80% of the curriculum. A chunk of 20-40% of the curriculum was to

deliver the supporting competence. Other relevant competence varied from 0-30% of the

curriculum.

The team conducted survey and organized focus group discussions as part of the review

[Appendix 3.1.3.]. Based on the Ministerial Decision, the visions and missions of

Universitas Indonesia and of the FoL, and stakeholders’ feedbacks, the team prepared a

proposal for revising curriculum [Appendix 3.1.4.]. The list was used to draft courses for

the Program, and their sequence. The team then submitted a curriculum draft and the

competences to the Dean, who then forwarded it to the Faculty Senate [Appendix 3.1.5.].

The current curriculum was the result of Rectorial Decision No. 1441C of Year 2012 on

Competence-Based Curriculum of Legal Science Study Program for Undergraduate in

the Faculty of Law Universitas Indonesia [Appendix 3.1.6.]. The Program has decided

to implement Competence-Based Curriculum to align itself with UI’s mission.

Competences of the 2013 Curriculum can be broken down into the following:

Bachelor of Law Program

UNIVERSITAS INDONESIA 15

Figure 3.1.1. Chunk of Competences

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FACULTY OF LAW 16

Figure 3.1.2. Relation between Competences and Curriculum

Starting 2016, the curriculum has been slightly adjusted due to the introduction of

Curriculum of Higher Education (Kurikulum Perguruan Tinggi) by the Government. The

change was limited to replacing the term “competence” (kompetensi) of the Competence-

Based Curriculum with “learning outcomes” (capaian pembelajaran).

Figure 3.1.3. Relation between Competences and ELOs

Bachelor of Law Program

UNIVERSITAS INDONESIA 17

3.2. The contribution made by each course to achieve the expected learning

outcomes is clear

The 2013 Curriculum consists of 127 courses. These courses are categorized as:

Figure 3.2. Courses Types

Each course contributes to the formation of ELOs [Exhibit 3.2.1.]. Every course has

detailed course outline (garis-garis besar rancangan pengajaran, GBRP), which provide

information pertaining to its (1) contribution to ELOs formation, (2) subject name, (3)

course code, (4) available semester, (5) number of credit, (6) teaching and learning

method(s), (7) course interconnection (if any), (8) name(s) of professor/lecturer, and (9)

course description [Exhibit 3.2.2.]. The detailed course outline is the manual or guide for

lecturers. Students will receive most of the information of each course through SIAK-

NG and lecturer’s explanation during the first week of semester. Student assignment may

elaborate how it contributes to ELOs formation [Appendix 3.2.].

3.3. The curriculum is logically structured, sequenced, integrated and up-to-date

Most courses are available either on odd semester (semester gasal), starting from late

August or the first week of September to December, or even semester (semester genap),

starting from the first week of February to the second week of June [Appendix 3.3.1.].

As required by Rectorial Decision No. 1441C of Year 2012, University Mandatory,

Program Mandatory, Specialization, and Elective Courses must have interlinkage. Some

courses, especially those for first year students, do not have prerequisite. Most courses

however are foundational for others, and therefore curriculum-wise they are prerequisite

for the latter [Appendix 3.3.2.].

Out of the 127 courses, students must at least take 144 (one hundred and forty-four)

credits, consisting of 21 of University Mandatory Courses, 104 of Program Mandatory

Courses, and 19 of Specialized Mandatory Courses and electives. Students must choose

one of the available 13 specializations and 1 sub-specialization. From the first semester,

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FACULTY OF LAW 18

the Program assigns one academic staff as academic counsel (pembimbing akademik) to

a group of approximately 10-student to guide them during their studies. Students may

make individual appointment to discuss their academic plan to the counsel.

Regulation of the Minister of Research, Technology, and Higher Education No. 44 of

Year 2015 on National Standard for Higher Education stipulates that the maximum

length of study is 7 (seven) years. Taking that into account, the Program has designed

the curriculum to be completed by students within 4 (four) years, or 8 (eight) semesters.

Some students have managed to complete their studies in 3.5 (three and a half) year,

which was possible either because they took the so-called short semester (semester

pendek), administered between academic years (June-August), or their specialization has

course schedule that enabled them to take mandatory courses earlier than other

specializations.

There are minor and major curriculum update. Minor update is conducted annually.

Every year, the Vice Rector for Academic Affairs sends a letter to the Dean inquiring

whether the existing curriculum needs adjustment. Prior to responding to that letter, the

Dean asks division heads the kind of adjustment needed, if any. Major update is

conducted mandatory every 3-5 years. Currently the Program is reviewing the 2013

Curriculum for major update.

Criterion 4: Teaching and Learning Strategy

4.1. The education philosophy is well articulated and communicated to all

stakeholders

Since 1924, courageous, represented by the red color, has been the identity of legal

education [Appendix 4.1.1.]. The same color was and has been maintained as the identity

of the FoL. Since the beginning of the fifties, Makara has been UI’s logo.

Philosophically, it carries the importance of science and its branches, and the works of

science. The buds will continue to blossom as long the main tree is alive. Makara also

represents university as the source of knowledge, cultural center, and the workshop of

science and knowledge for the betterment of the nation and mankind. Additionally, in

1964 to develop an alma mater state of mind (jiwa alma mater) UI introduced yellow

jacket as the university-wide outfit. Jaket Kuning, as it affectionately called, has become

UI’s esprit de corps that gained national and international reputation [Appendix 4.1.2.].

Additionally, Genderang UI, written by an alumnus, and Hymne UI have also imbued

educational philosophy to the academic community. In 2017, following the line of

philosophy, the FoL have determined its hymn and mars, both written by students.

In 2009, UI adopted additional motto: Veritas, Probitas, Iustitia – Truth, Honesty,

Justice. The motto was later elaborated in UI’s education philosophy. The FoL have

adopted the whole philosophy without any change for the Program.

Bachelor of Law Program

UNIVERSITAS INDONESIA 19

In addition to education philosophy, the FoL have also emphasized UI’s 9 values: (1)

honesty, (2) justice, (3) trust, (4) dignity and/or respect; (5) accountability, (6)

togetherness and plurality, (7) transparency, (8) academic freedom and scientific

autonomy, and (9) compliance to laws. The education philosophy and 9 values are

communicated to UI’s stakeholders via the website.

Although the education philosophy and the nine values are decided after the curriculum

has been implemented, the Program has no difficulty to inculcating them to students.

Figure 4.1. shows the alignment of education philosophy and what has been practiced at

the FoL.

Figure 4.1. Alignment of Education Philosophy

4.2. Teaching and learning activities are constructively aligned to the achievement

of the expected learning outcomes

In the past the Program implemented the so-called Content-Based Curriculum

(Kurikulum Berbasis Isi). Students were to attain minimum requirements set in the

curriculum. The teaching method was teacher-centered learning, and emphasis was given

to form hard skills or develop cognition.

Based on stakeholders’ feedback, since 2013 the Program has adopted different teaching

and learning methods in the Competence-Based Curriculum. Although due to the nature

of legal science some courses continue to be taught with the same method, the emphasis

has shifted to student-centered learning. The methods are varied, among others: (1)

interactive lecture, (2) small group discussion, (3) collaborative learning, (4) case study,

(5) problem-based learning, (6) advocacy, and/or (7) role play or simulation. Methods-

used are aimed at forming ELOs that will equip students with stakeholders’ needs. Hard

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FACULTY OF LAW 20

or cognitive skills is developed in combination with soft skills, and psycho-motoric

[Appendix 4.2.1.].

Interactive lecture is used in almost all courses. It requires students to be well-prepared

prior to class sessions, and engage in discussions. Lecturers provide reading materials for

every week that students must read in advance. This information is available either at

SIAK-NG or hand-outs [Appendix 4.2.2.]. All class rooms are designed to support

teaching and learning methods. Lecturers can see students faces, and move around the

class to closely engage with them. This teaching method trains students to express their

opinions, respect and appreciate those of others.

Small group discussion and collaborative learning are used either in classroom sessions

or student assignments. Students must study and work together to succeed. The method

trains students to be active members of a team. Case study and problem-based learning

expose students to real life situation. Students are challenged to apply theories and

positive law to legal problems. Advocacy requires students to closely engage with the

community. They are trained to effectively communicate ideas and build argument to

persuade others. Role play or simulation gives students experience of court room

situation. Figure 4.2. summarizes teaching and learning activities to attainment of ELOs.

Figure 4.2. Relation of Teaching and Learning Activities and ELOs

4.3. Teaching and learning activities enhance life-long learning

UNESCO’s International Bureau of Education has formulated that life-long learning

prepares individuals to able to learn to know (think), to do (learn), to be, and to live

together [Appendix 4.3.]. This strategy has long been adopted in the Program. Depending

on the method, lecturers act as facilitator. Students are enabled or conditioned to take

initiatives in the learning process.

Bachelor of Law Program

UNIVERSITAS INDONESIA 21

Criterion 5: Student Assessment

5.1. The student assessment is constructively aligned to the achievement of the

expected learning outcomes

Student assessment is aimed at measuring attainment of cognitive process. According to

the FoL regulation, components for final grade at least consists of midterm and final term

exams, and assignments [Appendix 5.1.1.]. Lecturers are at liberty to determine the

number of assignments and the weight of each grade component. Usually in the first class

of the semester, lecturers will, among others, explain about course objective, syllabus,

assignments, and assessment method [Appendix 5.1.2.]. These explanations are to help

students understand about the course contribution to the achievement of ELOs.

There are several types of student assessments. Depending on the course, students may

be required to do it individually or as a group. An assessment may require students to

critically read documents, collect data, trace document, draft opinion or contract, and/or

conduct field research. In doing these assessments, students must utilize information

technology devices – such as computer, tablet, voice or video recording, and smart

phones – and/or visit Government bodies or resource persons. Technological engagement

train students to at least attain four ELOs, i.e. (#4) able to utilize communication

information technology, (#6) conduct legal research in legal science, (#15) correlate

science and acquired skills with productive activities and community service, and (#17)

correlate legal science with the development of science, technology, society and/or

culture. Whereas engagement with people from different backgrounds trains students to

attain the rest of the ELOs.

Figure 5.1. Relation of Technology and People Engagement to ELOs

5.2. The student assessment including timelines, methods, regulations, weight

distribution, rubrics and grading are explicit and communicated to students

Assessments have specific timelines to give students sufficient time. Depending on their

difficulties, some assessments are usually due in one or two-week period. Other

assessments give students months of preparation before submission. Written instruction

provides information on (1) the type of assessment, individual or group, (2) the grading

weight, (3) rubrics, (4) deadlines, and (5) other information needed. Lecturer may have

Self-Assessment Report

FACULTY OF LAW 22

published the grading weight of all assessments at SIAK-NG at the beginning of

semester.

Figure 5.2.1. Grading System

The Program follows UI’s grading system. Information on the grading system is available

at the Guide Book and SIAK-NG. The final grade is accumulation of all components set

by lecturers. Lecturers may announce to students all grade components. System-wise,

lecturers can choose to publish all grade components at SIAK-NG.

Figure 5.2.2. Grading Components

First year students are introduced to SIAK-NG during orientation weeks. A manual book

is available online for students [Appendix 5.2.1], and academic staff [Appendix 5.2.2.].

Additionally, for user-friendly, UI have prepared frequently-asked questions menu

[Appendix 5.2.3.].

Bachelor of Law Program

UNIVERSITAS INDONESIA 23

5.3. Methods including assessment rubrics and marking schemes are used to

ensure validity, reliability and fairness of student assessment

Student assessment is evaluated objectively. Most of the midterm and final exams are in

the form of essay. Academic staff are free to determine the types of exams and scoring

methods [Appendix 5.3.1.]. Assignments may be individual or group. Students receive

instruction on the assignment, scoring criteria, and submission deadline [Appendix

5.3.2].

5.4. Feedback of student assessment is timely and helps to improve learning

In 2000, UI introduced university-wide evaluation by students called EDOM. From 2006,

through its Directorate Information Technology System, UI conducted students’

satisfaction on academic staff and course content. While academic staff has access only

to courses they teach, the FoL Quality Assurance Unit has access to the whole results.

As per UI regulation, all grades will automatically be published by the system

approximately one month after the last day of final exam. All students are encouraged to

fill out EDOM until the end of semester. Students, who have filled out EDOM, will be

able to retrieve their final grades before the automatic publication date.

Figure 5.4. Lecturers Evaluation by Students

Since some parts of the teaching and learning are managed by facilitator, in 2008 UI

introduced EFOM, where students can evaluate their facilitators in the same way they fill

out EDOM.

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FACULTY OF LAW 24

5.5. Students have ready access to appeal procedure

Based on convention, students are free to contact their academic staff to discuss and

check their study results. If there is a mistake in the grading, the lecturer will send a letter

of request to the Vice Dean of Academic Affairs to revise the grade. The letter should

provide the basis for revision, and state the current and revised grades. Since the

implementation of ISO 9001:2015 in 2017, the Academic Bureau has standard operation

procedure for revising final grade [Appendix 5.5.].

Criterion 6: Academic Staff Quality

6.1. Academic staff planning is carried out to fulfill the needs for education,

research, and service

Academic staff at the FoL are classified into (i) civil servants (pegawai negeri sipil), (ii)

UI employee, and (iii) contract-based lecturers. Civil servants are subject to State Civil

Apparatus Law [Appendix 6.1.1.]. UI employees are subject to almost the same

stipulations [Appendix 6.1.2.]. Lecturers of the last category are contracted on need basis.

Another classification is based on academic rank. Following the Teacher and Lecturer

Law [Appendix 6.1.3.], academic staff are categorized into professor, associate professor

(lektor kepala), lecturer (lektor), or assistant lecturer (asisten ahli). UI employees whose

employments are transferred to civil servant must restart their academic career. While

waiting for functional post, they will not be classified into any of the above academic

rank. Administratively they will be regarded as teacher (pengajar). Consequently, their

names will not be included in the list prepared by the Menristek for lecturer certification

(sertifikasi dosen).

Professor, associate professor, and lecturer have either national or special lecturer

identification number (NIDN/NIDK). Teacher will have UI employee identification

(NUP) [Exhibit 6.1.1.].

Academic promotion is subject to Government Regulation Number 99 Year 2000

[Appendix 6.1.4.]. Retirement age for professor and non-professor, consecutively, are 70

(seventy) and 65 (sixty-five) years. On-need basis, provided they are willing and able,

the FoL may rehire professors and senior lecturer who have exceeded retirement age.

Young academic lecturers, due to current employment system at UI, have also been hired

on contractual basis.

Lecturer and Teacher Law stipulated certification for academic staff [Appendix 6.1.5.].

Only permanent academic staff is eligible for certification. Since its introduction in 2007,

lecturer certification is carried out gradually and based on the quota given by the

Menristek [Exhibit 6.1.2.].

Year Civil

Servant

UI

Employees

Contract

Based

Civil Servant UI Employees Contract

Based

Total

Professor Associate

Professor Lecturer

Assistant

Lecturer Teacher Professor

Associate

Professor Lecturer

Assistant

Lecturer Teacher Teacher

2015 83 40 51 16 23 29 13 2 7 0 11 25 4 44 174

2016 80 39 37 16 22 24 11 7 9 1 10 23 5 28 156

2017 76 52 36 16 20 24 14 2 9 1 13 20 18 27 164

2018 76 52 39 14 20 26 14 2 8 2 15 17 18 31 167

Table 6.1.1. Academic Ranks

Year Civil Servant UI Employees Total Academic

Staff

Quota received

from Menristek

Certified Academic

Staff (PNS)

Certified Academic

Staff (PUI)

Total Certified

Academic Staff Yet to be Certified

2008 - 2014 - - - - 62 20 82 -

2015 83 40 123 14 1 7 90 33

2016 80 39 119 10 1 3 94 25

2017 76 52 128 6 1 1 96 32

2018 76 52 128 3 2 1 99 29

Table 6.1.2. Lecturers Certification

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Since 2014, the FoL have taken affirmative action to encourage academic promotion. To

fulfill international journal publication requirement set by the Menristek, the FoL have

(1) facilitated academic staff to present papers in international conferences or seminars,

and (2) writing workshops [Exhibit 6.1.3.]. Additionally, since the beginning of 2018,

the Dean has created Special Unit for Lecturer Preferment to assist academic staff to meet

administrative criteria for promotion, and Special Unit for Internationalization to

encourage in-bound and out-bound of academic staff [Exhibit 6.1.4.].

6.2. Staff-to-student ratio and workload are measured and monitored to improve

the quality of education, research and service

The national standard for staff-to-student ratio for social science is 1:45 [Appendix

6.2.1.]. The FoL have maintained ideal staff-to-student ratio as provided in Table 6.2.1.

Year Total Academic Staff Total Students Ratio

2015 174 1998 1 : 11

2016 152 1950 1 : 12

2017 160 1857 1 : 11

2018 162 1789 1 : 11

Table 6.2.1. Staff to Student Ratio

The Three Virtues of Higher Education – education and teaching, research, and

community engagement – set the workload of academic staff in Indonesia. To their

workload, UI have issued and implemented remuneration system [Appendix 6.2.2.].

Furthermore, academic staff are categorized into (1) core, (2) university structural, (3)

non-university structural, and (4) on leave for education schemes [Exhibit 6.2.1.].

No Employment

Scheme Teaching Research

Community

Engagement

Total

(Max)

1 Core 12-16 16

2 University

Structural

3-16

(minus credit equivalent to university assignment) 16

3 Non-University

Structural 6 6

4 On leave for

education 4 (optional) Study leave equals to 12 4

Table 6.2.2. Three Virtues Based on Employment Schemes (per Semester)

Bachelor of Law Program

UNIVERSITAS INDONESIA 27

6.3. Recruitment and selection criteria including ethics and academic freedom for

appointment, deployment and promotion are determined and communicated

Higher Education Law stipulates that academic staff in undergraduate program must have

master degree [Appendix 6.3.1.] There are two tracks academic staff recruitment, i.e.

civil servant and UI-employee. The former is regulated by Government Regulation

[Appendix 6.3.2.]. The Menristek determine the number of vacancies, selection, and

recruitment of candidates. Successful applicants would become civil servant candidates

[CPNS], to be hired by the Government who are assigned to UI. The Menristek will also

oversees the 1-year probation period.

UI organizes recruitment of its employees. The FoL would submit a list of candidates

when UI opens vacancy and set quota. Applicants must undergo administrative selection

and psychology test [Appendix 6.3.3.]. The latter, organized by the Faculty of

Psychology, consists of Comprehensive Academic Test and interview. Test results would

be sent to the Dean, who would give approval based on available quota. New recruits are

subject to 1-year probation. Since 2017, probationers holding master-degree are required

to obtain letter of acceptance in doctoral program of prominent university in one year,

extendable for another year. Should probationers pass performance evaluation, they will

become either civil servant or permanent UI employees. They would receive lecturer

identification number (NIDN or NIDK) from the Menristek.

Ethics and code of conduct of the academic community are subject to national regulation,

and UI regulations [Appendix 6.3.4]. Higher Education Law guarantees academic

freedom. At UI, academic freedom is guaranteed by Regulation of UI’s Board of

Trustees.

6.4. Competences of academic staff are identified and evaluated

Most academic staff have legal background and at least hold master degree. They are

grouped to eight legal divisions, i.e. (1) foundational legal science, (2) civil law, (3)

criminal law, (4) procedural law, (5) constitutional law, (6) administrative law, (7)

international law, and (8) law, society and development.

In addition to their legal knowledge, academic staff acquire pedagogical methods through

a series of training organized by UI, i.e. Improving Basic Instructional Skill Program

(Pekerti, program peningkatan keterampilan dasar teknik instruksional), and Applied

Approach (AA, Ancangan Aplikasi) [Exhibit 6.4.1].

Year Civil

Servant

UI

Employees

Contract

- Based Total

Civil Servant UI Employees Contract - Based

Total Doctor

(S3)

Master

(S2) Spe-1

Bachelor

(S1)

Doctor

(S3)

Master

(S2)

Doctor

(S3)

Master

(S2) Spe-1

Bachelor

(S1)

2015 83 40 51 174 40 37 1 5 6 34 12 23 1 15 174

2016 80 39 37 156 38 38 1 3 10 29 13 24 0 0 156

2017 76 52 36 164 40 35 1 0 13 39 13 23 0 0 164

2018 76 52 39 167 39 36 1 0 16 36 11 28 0 0 167

Table 6.4.1. Lecturers' Academic Background

Academic Year Semester Study Content Learning

Process

Class

Management

Study

Assessment

All

Components

2014/2015

1 4.87 4.87 4.87 4.84 4.86

2 4.83 4.83 4.81 4.8 4.82

3 4.99 4.97 4.97 4.96 4.96

2015/2016

1 4.88 4.86 4.87 4.85 4.87

2 4.9 4.9 4.88 4.85 4.88

3 4.99 5 4.96 4.98 4.98

2016/2017

1 4.9 4.88 4.88 4.85 4.88

2 4.9 4.9 4.88 4.85 4.88

3 4.98 4.98 4.95 4.96 4.97

2017/2018

1 5.01 4.99 4.99 4.96 4.99

2 4.98 4.98 4.96 4.95 4.97

3 5.08 5.07 5.02 5.04 5.05

Table 6.4.2. Average Score of Lecturers’ Evaluation by Students (Scale of 1-6)

Bachelor of Law Program

UNIVERSITAS INDONESIA 29

Academic staff are subject to evaluation. Administratively, every academic staff is

annually evaluated based on Key Performance Index (Sasaran Kerja Pegawai)

[Appendix 6.4.]. The evaluation is made by the Vice Dean for Academic Affairs based

on criteria set by the Menristek. The result of administrative evaluation would be taken

into consideration for academic promotion. The Menristek determine criteria for

promotion. The Dean assigns several academic staff to carry out peer-group evaluation

for promotional evaluation.

6.5. Training and developmental needs of academic staff are identified and

activities are implemented to fulfill them

Academic staff are free to determine the kinds of training and development they need.

Since 2015, academic staff have participated in various workshops, seminars, and

conference to update their knowledge among others on arbitration, criminal law, legal

procedure in the Constitutional Court. In addition to pedagogical trainings above, to

improve staff ability to teach, the FoL organized writing workshop, digital literacy,

presentation skill, and vibrant teaching for academic staff [Exhibit 6.5.1.].

6.6. Performance management including rewards and recognition is implemented

to motivate and support education, research and service

Based on their employment status, academic staff receive salary from either the

Government or UI. Subject to Government policy, academic staff may receive religious

holiday allowance, and the so-called thirteenth month salary annually. Certified

academic staff receive the so-called certified-lecturer allowance from the Government

every month. Additionally, the FoL provides health insurance to academic staff and one

family member [Exhibit 6.6.1.].

Academic staff are encouraged to develop their credential at national and international

level. The FoL provides financial support for academic staff acting as speakers in

conferences, seminars, and workshops. There is also incentive for publication in national

and international journals or books from UI [Exhibit 6.6.2.].

The FoL also provide scholarships for academic staff pursuing doctoral study. Depending

on their need, the support may be available for tuition fee, field research, and/or stipend.

There is also 50% tuition waiver for children of academic staff accepted at any study

program at UI. Academic staff also receive appreciation in teaching in the form of

financial incentives. The FoL also provide support in the form of grants or awards, among

other textbook grant to encourage publication. Additionally, the FoL hold the selection

for the most outstanding academic staff.

Self-Assessment Report

FACULTY OF LAW 30

Subject to Government regulation, academic staff having civil servant status are elligible

to receive the award of Satya Lencana, recognition for 10-, 20-, and 30-year of service

[Exhibit 6.6.3.].

6.7. The types and quantity of research activities by academic staff are established,

monitored and benchmarked for improvement

To achieve its vision and mission, especially in the field of research, the FoL have

attempted various efforts, i.e. allocation of funds, work plans, and activities to support

research improvement. There are three sources for research activities. First, the FoL

have allocated approximately 5% (five percent) of its annual budget. Second, academic

staff win competitive grants from UI and Menristek. Finally, the FoL/academic staff

may have support for research from Government and private sectors. Research

activities have improved the quality of teaching and learning. In addition, there is also

research activities that requires collaboration between academic staff and students,

PITTA (Publikasi Terindeks untuk Tugas Akhir Mahasiswa, Indexed Publication as

Students’ Final Assignment) Grants [Exhibit 6.7.1.].

Year Number of

Research Titles

Research Fund

(IDR)

2015 53 3.600.047.895

2016 56 2.914.060.000

2017 81 3.144.536.273

Table 6.7. Number of Researches

The FoL also provide support to conduct research management training; organize

trainings in drafting normative legal research and empirical legal research proposals;

conduct research for young academic staff; international journals publication and writing

workshops.

Criterion 7 Support Staff Quality

7.1. Support staff planning is carried out to fulfill the needs for education,

research, and service

Support staff planning consists of recruitment and placement. The recruitment

mechanism is based on existing staff assessment (internal bezetting). The FoL obtain and

analyze essential data on support staff. The data include the current numbers, profile, and

distribution of the support staff; workload of the support staff; prediction of additional or

reduction of workload of the support staffs for the next five years; and other relevant

information. UI’s Directorate of Human Resources will further handle the data to

evaluate the total needs of support staffs. The Directorate will connect the result with the

Bachelor of Law Program

UNIVERSITAS INDONESIA 31

Strategic Plan of the University and faculties and the human resources roadmap. UI’s

follows up depends on vacancy issued by the Menrinstek. Usually the latter will

announce the opening to all public universities in Indonesia [Exhibit 7.1.1.].

The FoL’s Strategic Plan on human resources serves as reference point for support staff

placement. It hired external consultants or professionals to review manpower need.

Working together with the Human Resources Unit, the consultants assess existing

manpower, draw up job descriptions, and set qualification [Exhibit 7.1.2.].

7.2. Recruitment and selection criteria for appointment, deployment, and

promotion are determined and communicated

Relevant regulations including from the Menristek and need-analysis by experts are the

basis for recruitment and selection criteria for appointment. Deployment and promotion

use merit-based system. The FoL employ Key Performance Indicator Form for

deployment or promotion. The form helps administrator in assessing whether support

staffs achieve the required targets (60%), and whether they perform excellently in the

criteria of leadership, discipline, and integrity (40%). The means of communication of

the deployment and promotion is a direct communication including through individual

meetings as well as through letter correspondences [Exhibit 7.2.1.].

7.3. Competencies of support staff are identified and evaluated

For the identification and evaluation of the support staffs, there is a regular meeting of

the Human Resource Unit to monitor the development of the support staffs. SIPEG, a

software developed by UI, contains data and record of staff. SIPEG is also used as a

means of communication to identify the needs for training and development of the

support staff.

Year Doctor

(S3)

Master

(S2)

Bachelor

(S1)

Diploma

(D3)

High

School

(SLTA)

Junior High

School

(SLTP)

Elementary

School

(SD)

Total

2015 0 2 46 4 48 5 5 110

2016 0 2 50 8 47 4 4 115

2017 0 2 49 9 46 5 3 114

2018 0 2 46 9 44 5 3 109

Table 7.3. Support Staffs Academic Background

7.4. Training and developmental needs of support staff are identified, and activities

are implemented to fulfill them

UI and the FoL’s Strategic Plans are the main tools to identify the types of training and

development needs for support staff. Additionally, recommendations based on existing

assessment and need-based analysis, the Key Performance Indicator Form, the FoL-level

Self-Assessment Report

FACULTY OF LAW 32

development programs, focus group discussions involving stakeholders, suggestion

boxes, and hotline services.

In recent years, the FoL have organized various trainings for support staff among others

IT, service excellence, and English language. The activities to fulfill the developmental

needs of the supports include opportunities to pursue further study, participate in training,

and capacity building in particular topics [Appendix 7.4.].

7.5. Performance management including rewards and recognition is implemented

to motivate and support education, research, and service

There are four types of reward and recognition at the FoL. The first is remuneration and

incentive system. The second is financial support for pursuing further education. The

third is monetary appreciation for well-perform support staff. Lastly is non-monetary

recognition such as capacity building and fun competitions [Exhibit 7.5.1.].

Criterion 8: Student Quality and Support

8.1. The student intake policy and admission criteria are defined, communicated,

published, and up-to-date

UI assigns its Office for New Students Admission (Kantor Penerimaan Mahasiswa

Baru) to select students for all programs. All information for prospective students and

other stakeholders is publicly available. With regards to the Program, there are four

admission methods.

Based on chronological order, the first is the National Entrance Selection for State

University (Seleksi Nasional Masuk Perguruan Tinggi Negeri, SNMPTN). This is a

nation-wide selection process coordinated by the Directorate General of Teaching and

Student Affairs in the Menristek. SNMPTN is an invitation-based selection process. UI

sends out invitation to selection to high school students based on their report cards. For

science major students, the invitation is based on their grades in Indonesian and English

language, and mathematics subjects. Social-humanities major students are invited based

on their grades in the same subjects and economics, sociology, and geography. The

selection usually takes place between the third week of February and the first week of

March. This selection is to fill up approximately 30% (thirty percent) of the Regular

Subprogram. The selection result is announced through website. Admitted students must

register in the first or second week of May.

The second is Equal Study Opportunity Program (Program Pemerataan Kesempatan

Belajar, PPKB). It is an affirmative action to provide high school students with

outstanding achievements to enroll into higher education institution. Like SNMPTM, this

is an invitation-based selection process with the same criteria for natural science and

Bachelor of Law Program

UNIVERSITAS INDONESIA 33

social-humanities high school students. Unlike SNMPTN, PPKB is to fill up 50% (fifty

percent) seats of the Parallel Subprogram. The selection usually takes place between the

third week of February to the third week of March. The result is announced in the second

week of May. Third is talent-scouting also an invitation based for senior high school

students intended to fill out the International Undergraduate Program.

The fourth is a written exam-based entry or paper-based test scheme. There is an

SBMPTN for those who want to be in the Regular Sub-Program at the FoL. SBMPTN is

a nation-wide selection organized by the Menrisktek. Furthermore, there is SIMAK UI

for those who want to be in the Parallel Subprogram. Additionally, there is a separate

SIMAK UI for those who want to be in the International Undergraduate Program.

Information about the above admission method is available at websites. There are

promotional events such as roadshow to cities in Indonesia. It is noteworthy that the FoL

also welcome visits from students of the senior high schools who want to know more

about the FoL. Appendix 8.1. shows inbound and outbound students from foreign

countries and the FoL.

Figure 8.1. Student Admission Website

8.2. The methods and criteria for the selection of students are determined and

evaluated

As delienated above, there are two types of recruitment of students: the paper-based test

and by invitation. Invitation-scheme, such as SNMPTN, is conducted based on the results

of searching academic achievement using semester 1 (one) to semester 5 (five) report

cards for high school students or equivalent to 3 (three) years or 1 (one) semester up to

7th semester (seven ) for vocational schools with a 4 (four) year study period, as well as

an academic portfolio. UI and the FoL admit those having continuous improvement in

Self-Assessment Report

FACULTY OF LAW 34

grades during their high school years. For the paper-based test-scheme, such as SBMPTN

and SIMAK-UI, the criterion is test result.

8.3. There is an adequate monitoring system for student progress, academic

performance, and workload

Every student has SIAK-NG account. The SIAK-NG is an online system where students’

grade and study progress are recorded. Through that system, academic supervisor can

monitor student's performance. Furthermore, as each student has his/her academic

counsel, he/she can discuss with academic counsel about study progress and

performance, including if there are difficulties.

The FoL use credit system. One credit is equivalent to fifty-five minutes of lecture

sessions, independent and structured studies. A course can be varied in credits, from two

credits to maximum of six credits. With an exception for the first semester, each student

can take up to twenty-four credits. Academic counsel approves and oversees the number

of credits a student can take. To do so, the academic counsel must use the SIAK-NG.

Figure 8.3.1. Study Plan

Since UI, hence the FoL, use the Credit system, the workload is also monitored through

SIAK-NG. For the first semester, at the FoL, all students can only take maximum twenty-

three credits. Then, each student can propose maximum twenty-four credits in the second

semester. The third semester onwards, the credit load will be based on the Grade Point

Average (GPA) from previous semester. The higher the GPA, the more credit students

can take (but not exceeding the twenty-four credits limit). And, to graduate from the FoL,

the students must already earn a minimum of hundred and forty-four credits. Having the

above system intact, the SIAK-NG and an active role of the academic supervisor, the

Bachelor of Law Program

UNIVERSITAS INDONESIA 35

FoL ensure that students are not overloaded and at the same time, they can plan for

graduation accordingly.

Figure 8.3.2. Study Record

8.4. Academic advice, co-curricular activities, student competition, and other

student support services are available to improve learning and employability

As mentioned before, every student has an academic supervisor assigned to her or him.

Other than to monitor the students' academic performance, supervisor also gives

academic and non-academic advise, which may closely relate to academic performance.

The FoL’s students have excelled in various national and international competitions.

Appendix 8.4. elaborates their outstanding achievements.

Self-Assessment Report

FACULTY OF LAW 36

Figure 8.4. Student-Academic Counsel Correspondence

For student support services, the FoL assign Student Affairs Unit. It is responsible for;

(1) internal routine program, which includes administering students’ scholarships, (2)

overseeing student-run organizations program, and (3) administering student internshio

both at the internal and international level. The unit ensures the availability of

opportunities for the students to improve their learning outside classrooms, e.g., through

competitions and to expose them to potential employers through internship programs.

Alumni Relations Special Unit is responsible for establishing relationship between the

FoL and its alumni who work in various sectors, from public private sector. From good

relationship with the alumni, the unit can advocate for internship opportunities hence

increasing the chance for employment.

8.5. The physical, social and psychological environment is conducive for education

and research as well as personal well-being

Classrooms, seminar rooms and moot-court rooms are well-equipped. Furthermore, the

FoL provide a number of facilities for student to interact outside of classroom, and

support extra curicular activities. Cafetaria, futsal field, and praying hall are a few of the

facilities that could be utilized by students. Professional pychologist is available for in-

need students.

Criterion 9 Facilities and Infrastructure

9.1. The teaching and learning facilities and equipment are adequate and updated

to support education and research

At the Depok campus, there are 21 (twenty-one) air-conditioned classrooms [Appendix

9.1.1.]. The Soemadipradja & Taher Room and Board of Professors’ Room are designed

for seminar and video conference. Two lecture halls – Djokosoetono Auditorium and

Djokosoetono Convention Hall – are to host large classes, studium generale, or big-

crowd events. All rooms are equipped with computer, sound system, projector, and LAN

cable. Two moot-courts are available to facilitate role play or simulation to develop legal

procedural skills. Legal Laboratory and Clinics facilitates students with working space

resembling professional office that will create legal environment.

Libraries are available to support students and academic staff. The FoL’s Soediman

Kartohadiprodjo Legal Document and Reference Center serves as the faculty library.

Adjacent to the FoL sits UI Central Library. These libraries have books and journals in

tangible and paperless format, and sufficient reading rooms.

Wi-Fi is accessible throughout the Depok campus. Students, academic staff, and support

staff have personal account to log in to UI network. Guest account is available upon

Bachelor of Law Program

UNIVERSITAS INDONESIA 37

request [Appendix 9.1.2.]. Computer room is available to students who need to access

the Internet.

As ecological buffer for the city of Jakarta, UI is famous for the greenery campus. Funded

by alumni, the FoL have turned their south green area into a Balinese garden, Pelataran

FHUI. It creates a relaxing environment and has become a getaway area.

Although there are designated areas, the FoL is a non-smoking campus. Health room,

funded by Class of 1992, has equipment for emergency response. The main health facility

at UI is Klinik Satelit Makara. It provides dental treatment, X-ray photo, drug store, and

psychology consultation for students, academic staff, support staff, and the public. In the

near future, UI teaching hospital will provide full-health services to the academic

community as well as public.

Semi-indoor sports hall at the northwest corner is available for physical exercise.

Students are also free to use other sport venues run by UI, i.e. football stadium, athletic

track, indoor gymnastic, jogging track, outdoor tennis, volleyball, and basketball courts,

and hockey field.

Yellow bus and bicycle, affectionately called Bikun and Spekun, are available for intra-

campus mobility. Anyone may also use public transportation either using ride-hailing

application or not. The Depok campus can be reached using Commuter Line. Subject to

UI regulation, student may also choose to live in students’s dormitory located at the north

end of Depok Campus.

9.2. The library and its resources are adequate and updated to support education

and research

Students have access to UI Central Library, and Soediman Kartohadiprodjo Legal

Document and Reference Center. Conveniently within 2-minute walking the FoL, the

Central Library hosts a wide collection of books (16,302 titles/41,496 copies), journals,

undergraduate thesis (7396 titles/15972 copies), graduate thesis (2574 titles and copies),

doctoral dissertation (126 titles and copies), research papers (92 titles/115 copies),

microfilms (149 titles/622 copies), inauguration speeches (37 titles and 57 copies). It also

subscribes online journals and specific platforms for legal research, e.g. Westlaw and

LexisNexis. It opens on Monday to Friday from 8.00 AM to 7.00 PM, and on weekend

from 9.00 AM to 4.00 PM.

Soediman Kartohadiprodjo Legal Document and Reference Center is the resource center

for legislation, legal documentation and literature. It opens on Monday to Friday from

8.00 AM to 7.00 PM, and on Saturday from 8.00 AM to 1.00 PM. It has approximately

9,563 titles of books, 3,214 scientific journals, 3,278 undergraduate theses, 200 graduate

theses, 13,169 documentation on statutes and regulations, 188 titles on case law

publication, and 267 rare books. Aside from 76-seat reading room, the Center also has

two small discussion rooms with a capacity of 4-6 people equipped with projector. In

Self-Assessment Report

FACULTY OF LAW 38

cooperation with UI Library, the Center has organized various trainings to support

research and use of database [Appendix 9.2.].

9.3. The laboratories and equipment are adequate and updated to support

education and research

Unlike other sciences, the main laboratory for legal science is the society. Within its

campus, the FoL have built Legal Laboratory and Clinic to facilitate moot-court practices

in line with relevant courses. It has 4 (four) discussion rooms, each with 7-person

capacity.

The Law Laboratory part facilitates students in specific class activities such as practical

courses and preparation for national and international moot court competitions. The

competitions among others are the Philip C. Jessup International Law Moot Court

Competition, the Willem C. Vis International Commercial Arbitration Moot, the ICRC

International Moot Court Competition Humanitarian Law, International Maritime Law

Arbitration, the ICC International Commercial Mediation Moot, ALSA (Asian Law

Students’ Association) International Moot Court Competition, and the World Trade

Organization-Free Trade Area. Trainers and/or coaches for moot court training usually

come from the ranks of academic staff of various fields of legal study relevant to the

theme of the competition. Seniors and alumni often become trainers and resource persons

for preparing competition.

The Clinic part provides opportunity to students to act as practitioners, under mentor

and/or academic staff supervision, to deal with real cases and directly address problems

in society. It supervises 8 (eight) legal clinic courses i.e. Clinic for Civil Law, Criminal

Law, Street Law, Anti-Corruption, Mediation, Environmental Law, Protection of

Women and Children, and Legislative Drafting. These courses help students to gain

valuable hands-on experience dovetailing theoretical knowledge. In running the clinics,

the FoL have established cooperation with relevant partners i.e. Pondok Bambu

Correctional Facility, The District Court of Depok, the Religious Court of Depok,

LKBH-PPS (the FoL Legal Aid Institution), MaPPI, the Cabinet Secretariat of the

Republic of Indonesia, the Ministry of Economy, the Ministry of the Environment and

Forestry, WALHI (Indonesian Forum for Environment), Bina Insan Mandiri Foundation,

LAPSPI (Banking Alternative Dispute Resolution Institute of Indonesia), Justice

Without Borders, YKAKI (Indonesian Care for Cancer Children Foundation), and the

University of Malaya [Exhibit 9.3.2.].

9.4. The IT facilities including e-learning infrastructure are adequate and updated

to support education and research

Students, academic staff, and support staff receive their individual accounts upon joining

UI. Formatted in [name]@ui.ac.id., the account will open access to all electronic

Bachelor of Law Program

UNIVERSITAS INDONESIA 39

applications within UI IP (Internet protocol) address. They must first use the account to

login to SSO-UI.

UI have developed and provided various applications to support teaching and learning.

CLR (Center for Learning Resources) is an application that supports web-based learning

processes. This system academic information and management. SCeLE (Student

Centered e-Learning Environment) is a digital teaching and learning system provide to

substituting conventional face-to-face session. It facilitates teaching and learning

activities such as multimedia presentations, discussions, frequently asked questions,

assignments, quizzes or exams, upload and download material.

SIAK-NG is an application to support academic administration. It serves as one of

communication media between academic counsel and students. The former can access

detailed information of the latter, among others biodata, financial information, study

plan, and study progress. Administered by the academic bureau, the application also

serves as communication media to disseminate information on courses as well as other

academic events at the FoL. As mentioned above, SAP provides information on courses

syllabi. UI have made used EDOM to support quality assurance aimed at measuring and

evaluating academic staff’s performance.

UI also provides electronic communication facility for students, academic staff, and

support staff through individual accounts at UI Webmail. Since 2016, UI have been

cooperating with Google to have the webmail on their platform. Thus, the webmail has

more space to store electronic correspondence and attachment. UI also subscribes

Microsoft Windows and Office for students, academic staff, and support staff.

LONTAR (Library Automation and Digital Archive) is a software to manage online

catalogue used by UI Central Library and Soediman Kartohadiprodjo Legal Document

and Reference Center. It provides remote access to patrons, outside of UI IP address, to

browse the catalogue.

The Central Library provides online access for various scientific database, among others,

SAGE Journals, Emerald, Ebsco, Oxford Journals, Cambridge Core, Kluwer Arbitration,

LexisNexis, Ebrary Academic, Gale, Elsevier E-books, iG Library (ALA), Wiley,

Community of Science (COS), Integrated Search from ProQuest (Summon Serials),

Scopus, Annual Reviews, Proquest, Proquest Literature, Springer Link, JSTOR, Ebrary,

Oxford, and Taylor & Francis. The Central Library also subscribes Ithenticate, Turnitin,

and EndNote to prevent plagiarism and support research.

UI Repository, a web-based application, stores documents owned by UI. Connected to

UI anti-plagiarism system, the application also serves as a scientific work repository

system, UI-ANA, that contains students’ final projects and theses.

Additionally, the FoL have a cooperation with HukumOnline, an online database for laws

and regulations in Indonesia and legal news channel. One of the academic staff has

Self-Assessment Report

FACULTY OF LAW 40

developed eCLIS, an online platform to codify, consolidate, and provide commentary on

current legislation.

9.5. The standards for environment, health and safety; and access for people with

special needs are defined and implemented

General Manager is responsible for facilities and infrastructure maintenance. The

manager is assisted by three support staff for the implementation of environment, health

and safety standard (K3L, Keselamatan, Kesehatan Kerja dan Lingkungan). K3L

socialization for new students is carried out during orientation week. Whereas for

academic staff and support staff, it is carried out when K3L officers exercised control in

each room. Evacuation practice is recorded for wider view by stakeholders. Fire

extinguishers are stationed at designated posts. Coordinated by UI, the FoL have

conducted training to use them.

To ensure campus cleanliness, the FoL submit the number of cleaning service personnel

needed to UI. The latter will assign outsourced personnel to the FoL to clean restrooms

and non-office space of the campus. Starting 2015, the FoL have renovated its buildings

to accommodate people with disabilities. Elevators and wheelchair ramps have ensured

access to all buildings [Appendix 9.5.]. In addition to health room, the FoL have also

installed pacemakers in designated posts for emergency response. UI operates ambulance

unit to carry in-need patient either to Klinik Satelit Makara or nearby hospitals. In

cooperation with nearby hospital, the FoL also facilitate check-up for academic staff and

support staff for improving health. Students, academic staff, and support staff can always

notify the manager for necessary improvement and/or reparation.

Criterion 10: Quality Enhancement

10.1. Stakeholders’ needs and feedback as input to curriculum design and

development

Curriculum review is monitored independently involving internal and external

stakeholders. Internal stakeholders are students and academic staff. External stakeholders

are alumni and employers. Feedbacks from internal stakeholders will provide insights

perspective on the curriculum, including learning process and experience. Additionally,

external stakeholders provide feedbacks on the alignment of workforce demands and the

curriculum.

Taking into account all feebacks, the team review the existing curriculum to inquire

whether it has satisfied the needs and expectation of the all stakeholders. Surveys and

focus-group discussions are part of the methods collect objective data and information.

Graduate success indicators such as GPA, study length, and university autonomy are also

factor in reviewing the curriculum.

Bachelor of Law Program

UNIVERSITAS INDONESIA 41

Aside from the periodic review, feedbacks from EDOM are useful tools to evaluate

learning process and experience. The FoL’s Quality Assurance Unit is responsible to

facilitate evaluation process on academic administration. It coordinates with the UI

Academic Quality Assurance Board to ensure that the Program meets UI academic

standard. Some of the academic staff are qualified as internal assessors [Appendix

10.1.1.]. Additionally, the FoL have assigned three academic members to attend AUN-

QA trainings [Appendix 10.1.2.].

10.2. The establishment, evaluation, and enhancement of curriculum design and

development process

As per national and UI regulation, the FoL must review existing curriculum every 3-5

years. The Dean appoints a curriculum team. To make sure that the review is holistic, the

team consists of Vice Dean of Academic Affairs, Education Manager, Head of the

Quality Assurance Unit, Head of the Undergraduate Program, Head of Undergraduate

Sub-Programs, Head of Divisions, and senior academic staff. Chairing the team is a

senior professor.

The process starts from gathering information related to the curriculum, among other by

making surveys and questionnaire. Discussion meetings and focus group discussions are

held for collecting problems and brainstorming. The team then draw up proposal for

curriculum changes, and submit it to the Dean. After perusing the proposal, the Dean

then forward it to the Faculty Senate for further discussion. Subject to its approval, the

Dean submit it to the Rector. Based on Rectorial Decree, the FoL have implemented the

2013 Curriculum Based-Competence.

The above process has ensured that the 2013 Curriculum is aligned to the visions and

missions of UI and the FoL. It has accommodated the needs of stakeholders, e.g.

increasing the credits for practical courses from 6 (six) to 10 (ten) credits.

10.3. The teaching and learning processes and student assessment are continuously

reviewed and evaluated to ensure their relevance and alignment

EDOM, an evaluation tool by students on academic staff, has 16 (sixteen) criteria

[Appendix 10.3.]. Three of them are to address student assessments. In addition to rating

the 16-criteria, students are free to criticize and make suggestions through comment

sections.

14. Evaluasi pembelajaran yang diberikan (misal: Kuis, UTS, UAS, Tugas dll.)

sesuai dengan materi pengajaran.

Study evaluation given (e.g. quiz, midterm exam, final exam, assignments,

etc) are relevant to course materials.

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FACULTY OF LAW 42

15. Bobot tiap komponen penilaian sesuai dengan beban pengerjaannya.

The weight of each grade component reflects its difficulty.

16. Nilai-nilai yang saya peroleh menggambarkan kemampuan saya yang

sesungguhnya.

My grades reflect my understanding of the knowledge.

Table 10.3. Criteria to Evaluate Assessment

In addition to EDOM, BPMA administer EVISEM and EVITAH. EVISEM is a means

of integrating evaluation conducted by all study programs every semester through

SIPMA UI. EVISEM is a quality control measure for Internal Quality Assurance System

(Sistem Penjaminan Mutu Internal—SPMI) of UI. EVISEM is designed based on UI

needs to monitor study programs accomplishment every semester based on established

criteria and indicators.

Meanwhile, EVITAH is an academic evaluation activity undertaken at the end of

academic year based on EVISEM results. The heads of study programs compile a plan

consisting of improvement, reinforcement, and enhancement of academic quality into a

work program plan, activities or policy. EVITAH results serve as reference for BPMA

to monitor, evaluate, and assess whether study programs have been improving or not in

their academic activities.

10.4. Research output is used to enhance teaching and learning

Research activities have produced new insights. For example, research adat or customary

law have enriched course materials for Constitutional Law, Women and Law Studies,

and Criminal Law [Exhibit 10.4.1.].

10.5. Quality of support services and facilities is subjected to evaluation and

enhancement

The FoL often receive input from alumni regarding improvement for classrooms and

existing facilities. Over the years, alumni and Association of Alumni (ILUNI) have made

great contribution to renovating facilities and infrastructure [Appendix 10.5.]. In 2017,

the FoL obtained ISO 9001:2015 certificate. Consequently, the FoL have had standard

operation procedures for further improvement [Exhibit 10.5.1.].

10.6. The stakeholder’s feedback mechanisms are systematic and subjected to

evaluation and enhancement

Feedbacks from stakeholders have been used for various enhancement of the FoL, both

academic and non academic. For 2013 curriculum review, for example, the review team

took into account the inputs from alumni and other users of FoL graduates. Continuous

improvement of the campus facility, especially with regards to classrooms and its facility,

Bachelor of Law Program

UNIVERSITAS INDONESIA 43

library, restrooms and cafetaria, is also conducted based on the most part from the

stakeholders’ feedback, in particular from students as the main stakeholders.

Criterion 11: Output

11.1. The pass and dropout rates are established, monitored and benchmarked for

improvement

For the past five years, pass and dropout rates at the FoL ranges from 6.5% (for class

of 2013) to 4.8% (for class of 2014). The FoL and UI monitor the rates. Evaluation on

student progress is conducted at the second, fourth, sixth, eighth, tenth and twelfth

semester. In those semesters, students must have earned 24 (twenty-four), 48 (forty-

eight), 72 (seventy-two), 96 (ninety-six), 120 (one hundred and twenty), and 144 (one

hundred and forty-four) credits consecutively with minimum GPA 2.00. Failure to earn

the minimum credits, student will automatically be dropped from the Program.

REGLULAR

PROGRAM

PARALLEL

PROGRAM

INTERNATIONAL

PROGRAM

Class

of 2013

Number of Students 259 100% 177 100% 58 100%

Number of Graduates 234 90.34% 160 90.4% 49 84.48%

Resigned/ Dropped Out 17 6.5% 9 5.08% 5 8.62%

Active Students 8 3% 7 3.95% 4 6.89%

Class

of 2014

Number of Student 250 100% 183 100% 30 100%

Number of Graduates 192 76.8% 147 80.32% 22 73.33%

Resigned/ Dropped Out 12 4.8% 4 2.18% 2 6.66%

Active Student 41 17.6% 29 15.84% 6 20%

Table 11.1. Student Pass and Drop-out Rates

11.2. The average time to graduate is established, monitored and benchmarked for

improvement

The expected length of study in the 2013 Curriculum is 8 (eight) semesters, or 4 (four)

years. Table 11.2. provides summary of graduation time.

REGULAR PROGRAM

7th

Semester

8th

Semester

9th

Semester

10th

Semester Total

2013 82

(31.66%)

131

(50.58%)

12

(4.63%)

9

(3.47%) 234

2014 77

(30.8%)

115

(46%)

5

(2%)

0

(0%) 197

Self-Assessment Report

FACULTY OF LAW 44

PARALLEL PROGRAM

7th

Semester

8th

Semester

9th

Semester

10th

Semester Total

2013 64

(36.15%)

74

(41.8%)

15

(8.47%)

7

(3.95%) 160

2014 53

(28.96%)

94

(51.36%)

0

(0%)

0

(0%) 147

INTERNATIONAL PROGRAM

7th

Semester

8th

Semester

9th

Semester

10th

Semester Total

2013 12

(20.68%)

33

(56.89%)

2

(3.44%)

2

(3.44%) 49

2014 9

(3%)

13

(43.33%)

0

(0%)

0

(0%) 22

Table 11.2. Summary of Graduation Time

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

improvement

The Special Unit for Strengthening Alumni Relation conducted a survey in July-August

2018 on 250 respondents from approximately 1.500 law graduates who graduated

between 2012-2018. Figure 11.3.1. [Exhibit 11.3.1.] summarizes tracer study on Classes

2013 and 2014’s employment.

Figure 11.3.1. Employment Time

The tracer study makes four categories for number of job applications. The percentage

of law graduates who applied between 0-2 times before getting the job is 27,6%. This

0-1 month 47%

3-6 month 43%

6-12 month 7%Over a year 3%

Bachelor of Law Program

UNIVERSITAS INDONESIA 45

figure is more than those who applied 3-5 times (19,2%) and 6-10 (15,2%), but less than

the percentage of law graduates who applied more than 10 times (38%).

Graduates work at various institution or company. Figure 11.3.2. shows lines of

employment of the graduates.

Figure 11.3.2. Lines of Employment

11.4. The types and quantity of research activities by students are established,

monitored and benchmarked for improvement

Students are required to write final thesis, constituting of 4 (four) credits. Supervised by

at least one academic staff, students are to apply legal research, and defend it before

assigned examiners.

Additionally, students may also engage in research activities with their lecturers. UI and

the FoL encourage students’ involvement in research various grants. PITTA research

grant is annually provided by UI. The grant is provided for maximum two academic staff

and three (undergraduate or postgraduate) students. They must produce at least three

scopus-indexed proceedings articles. The FoL Research Grant is a annual competitive

research grant for academic staff. It consists of Senior Lecturers and Junior Lecturers

Research Grant. They may invite students to participate as research assistant. The output

of this grant is article in international journal (for senior lecturer), or article in national

accredited journal (for junior lecturer). The Menristek also provides grant from student

research. Hibah Riset Menristek is available for one to three years. Applicants may

Law Firms

28%

Company

27%

Ministry/Agency

18%

State Owned

Enterprise

12%

Law

Enforcement 9%

Higher Education

4%NGO

2%

Self-Assessment Report

FACULTY OF LAW 46

consist of maximum three academic staff and three students. The output of this grant is

scopus-indexed articles [Exhibit 11.4.1].

11.5. The satisfaction levels of stakeholders are established, monitored and

benchmarked for improvement

Employers are very satisfied with the quality of the graduates. They opine that graduates’

competencies meet their expectation. They particularly commend graduates’ legal

knowledge who are excel compared to other universities. Moreover, employers also

acknowledge graduates’ experience due to their involvement in various extracurricular

student activities and organizations. Student-time experience has developed their

teamwork, communication skill, analytical and logical thinking, and creativity.

Nevertheless, employers have recommended to improve the curriculum by increasing the

opportunity to work or have internship before graduation.

However, employers have particularly critical on graduates’ Gen-Y characteristics, such

as ambitious but not entirely focused as they look for skill development and the company

that could achieve their personal goals. Therefore, employee’s retention rate was getting

low for in recent years as the millennial graduates tend to loyal to peers rather than to

company. This phenomenon, unfortunately, viewed by employers as the less-endurance

and individualistic law graduates.

PART 3: STRENGTHS AND WEAKNESSES ANALYSIS

1. Summary of Strengths, Weaknesses Analysis, and Improvement

Plan

Summary of strengths, weaknesses analysis, and improvement plan of CE program is

show in Table 3.1

No Description Strength Weaknesses Improvement Plan

1 Expected

Learning

Outcomes

Clearly formulated

and aligned to UI

and the FoL’s

vision and mission,

Indonesian

National

Qualification

Framework

(KKNI), and

workforce

demands.

Too many. Curriculum review

team is convincing

academic staff to

concise and merge

ELOs.

Bachelor of Law Program

UNIVERSITAS INDONESIA 47

No Description Strength Weaknesses Improvement Plan

2 Program

Specification

Detail, informative,

well-communicated

using many

platforms

Not yet aligned

with Government

strategy on

industrial

revolution 4.0

Curriculum review

team is encouraging

academic staff to

include strategy on

industrial 4.0. in

course materials

3 Program

Structure and

Content

Major and minor

periodical review

Too many

mandatory courses

Curriculum review

encourages course

alignment, provide

more elective

courses

4 Teaching and

Learning

Flexibility in

applying teaching

methods based on

knowledge and

skills acquisition

Different

competence of FoL

academic staff

Capacity building

program to enhance

excellent in

teaching and

learning

5 Student

Assesment

Integrated in SIAK-

NG

No established

appeal procedure

Appeal procedure

needs to be

established

6 Academic

Staff

Good staff-to-

student ratio; 24

professors and 55

doctors out of 128

full time academic

staff

- Recruitment

subject to

non-FoL

regulation

- Succession

plan not

under FoL’s

control

23 academic staff

are taking their

doctoral studies in

Indonesia and

overseas; Special

Unit for Lecturer

Preferment to

facilitate academic

promotion

7 Support Staff

Quality

Committed staff,

some support staff

have master degree

in various relevant

discipline

- Recruitment

subject to

non-FoL

regulation

- Succession

plan not

under FoL’s

control

Continuous

capacity building

programs for

enhancing support

staff quality

8 Student

Quality and

Support

Excellent student

intake and support

system

Individualistic and

millenial traits

Imbueing

educational

philosophy

Self-Assessment Report

FACULTY OF LAW 48

No Description Strength Weaknesses Improvement Plan

9 Facilities and

Infrastucture - Very good

facilities

and

infrastucture

- Keen

interest

from alumni

to support

renovation

and

upgrading

of facilities

- Lack of

sense of

belonging

from student

for

maintenance

- Weather

challenges

for

maintenance

- Maintaining

good

relations

with alumni;

- Increasing

sense of

belonging

for good

maintenance

10 Quality

Enhancement

Enthusiastic QA

personnel at UI and

the FoL

Enthuasiasm is not

shared widely-

shared by academic

staff

Improve awareness

of the important of

quality

enhancement

11 Output - Excellent

graduates

- Prominent

status of the

Program

Tracer study is still

limited - More

elaborated

and frequent

tracer study

and/or

survey

2. Checklist for AUN Quality Assessment at Program Level

1 Expected Learning Outcomes 1 2 3 4 5 6 7

1.1

The expected learning outcomes have been clearly

formulated and aligned with the vision and mission

of the university

1.2 The expected learning outcomes cover both subject

specific and generic learning outcomes

1.3 The expected learning outcomes clearly reflect the

requirements of the stakeholders

Overall Opinion 5

2 Program Specification 1 2 3 4 5 6 7

2.1 The information in the programme specification is

comprehensive and up-to-date

Bachelor of Law Program

UNIVERSITAS INDONESIA 49

2.2 The information in the course specification is

comprehensive and up-to-date

2.3

The programme and course specifications are

communicated and made available to the

stakeholders

Overall Opinion 5

3 Programme Structure and Content 1 2 3 4 5 6 7

3.1 The curriculum is designed based on constructive

alignment with the expected learning outcomes

3.2 The contribution made by each course to achieve

the expected learning outcomes is clear

3.3 The curriculum is logically structured, sequenced,

integrated and up-to-date

Overall Opinion 5

4 Teaching and Learning Approach 1 2 3 4 5 6 7

4.1 The educational philosophy is well articulated and

communicated to all stakeholders

4.2

Teaching and learning activities are constructively

aligned to the achievement of the expected learning

outcomes

4.3 Teaching and learning activities enhance life-long

learning

Overall Opinion 5

5 Student Assessment 1 2 3 4 5 6 7

5.1 The student assessment is constructively aligned to

the achievement of the expected learning outcomes

5.2

The student assessments including timelines,

methods, regulations, weight distribution, rubrics

and grading are explicit and communicated to

students

5.3

Methods including assessment rubrics and marking

schemes are used to ensure validity, reliability and

fairness of student assessment

5.4 Feedback of student assessment is timely and helps

to improve learning

5.5 Students have ready access to appeal procedure

Overall Opinion 5

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FACULTY OF LAW 50

6 Academic Staff Quality 1 2 3 4 5 6 7

6.1

Academic staff planning (considering succession,

promotion, re-deployment, termination, and

retirement) is carried out to fulfil the needs for

education, research and service

6.2

Staff-to-student ratio and workload are measured

and monitored to improve the quality of education,

research and service

6.3

Recruitment and selection criteria including ethics

and academic freedom for appointment,

deployment and promotion are determined and

communicated

6.4 Competences of academic staff are identified and

evaluated

6.5

Training and developmental needs of academic

staff are identified and activities are implemented

to fulfil them

6.6

Performance management including rewards and

recognition is implemented to motivate and

support education, research and service

6.7

The types and quantity of research activities by

academic staff are established, monitored and

benchmarked for improvement

Overall Opinion 5

7 Support Staff Quality 1 2 3 4 5 6 7

7.1

Support staff planning (at the library, laboratory,

IT facility and student services) is carried out to

fulfil the needs for education, research and service

7.2

Recruitment and selection criteria for appointment,

deployment and promotion are determined and

communicated

7.3 Competences of support staff are identified and

evaluated

7.4

Training and developmental needs of support staff

are identified and activities are implemented to

fulfil them

7.5

Performance management including rewards and

recognition is implemented to motivate and

support education, research and service

Overall Opinion 5

Bachelor of Law Program

UNIVERSITAS INDONESIA 51

8 Student Quality and Support 1 2 3 4 5 6 7

8.1

The student intake policy and admission criteria

are defined, communicated, published, and up-to-

date

8.2 The methods and criteria for the selection of

students are determined and evaluated

8.3 There is an adequate monitoring system for student

progress, academic performance, and workload

8.4

Academic advice, co-curricular activities, student

competition, and other student support services are

available to improve learning and employability

8.5

The physical, social and psychological

environment is conducive for education and

research as well as personal well-being

Overall Opinion 6

9 Facilities and Infrastructure 1 2 3 4 5 6 7

9.1

The teaching and learning facilities and equipment

(lecture halls, classrooms, project rooms, etc.) are

adequate and updated to support education and

research

9.2 The library and its resources are adequate and

updated to support education and research

9.3 The laboratories and equipment are adequate and

updated to support education and research

9.4

The IT facilities including e-learning infrastructure

are adequate and updated to support education and

research

9.5

The standards for environment, health and safety;

and access for people with special needs are

defined and implemented

Overall Opinion 6

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FACULTY OF LAW 52

10 Quality Enhancement 1 2 3 4 5 6 7

10.1 Stakeholders’ needs and feedback serve as input to

curriculum design and development

10.2

The curriculum design and development process is

established and subjected to evaluation and

enhancement

10.3

The teaching and learning processes and student

assessment are continuously reviewed and

evaluated to ensure their relevance and alignment

10.4 Research output is used to enhance teaching and

learning

10.5

Quality of support services and facilities (at the

library, laboratory, IT facility and student services)

is subjected to evaluation and enhancement

10.6

The stakeholder’s feedback mechanisms are

systematic and subjected to evaluation and

enhancement

Overall Opinion 5

11 Output 1 2 3 4 5 6 7

11.1 The pass rates and dropout rates are established,

monitored and benchmarked for improvement

11.2 The average time to graduate is established,

monitored and benchmarked for improvement

11.3 Employability of graduates is established,

monitored and benchmarked for improvement

11.4

The types and quantity of research activities by

students are established, monitored and

benchmarked for improvement

11.5

The satisfaction levels of stakeholders are

established, monitored and benchmarked for

improvement

Overall Opinion 5

Overall Verdict 5

Bachelor of Law Program

UNIVERSITAS INDONESIA 53

PART 4: APPENDICES

PART1: INTRODUCTION Appendix A1. The FoL Management Structure

Appendix A2. The FoL Alumni and Academic Staff Involvement in Private

and Public Sectors

PART 2: AUN-QA CRITERIA

Criterion 1: Expected Learning Outcomes 1.1. The expected learning outcomes have been clearly formulated and aligned with the

vision and mission of the university Appendix 1.1. Menristek Regulation No. 44 Year 2015 on Curriculum for

Higher Education

1.2. The expected learning outcomes cover both subject specific and generic learning

outcomes Appendix 1.2. Competence-Based Curriculum 2013

1.3. The expected learning outcomes clearly reflect the requirements of the stakeholders Appendix 1.3. Minutes of Meeting for Curriculum Review

Criterion 2: Program Specification 2.1. The information in the program specification is comprehensive and up-to-date

Appendix 2.1. Academic Guide Book

2.2. The information in the course specification and up-to-date Appendix 2.2. Weight Distribution of Grade Components

2.3. The program and course specification are communicated and made available to the

stakeholders Appendix 2.3.1. The FoL Program Brochures Appendix 2.3.2. The FoL Roadshows Appendix 2.3.3. List of High School Visit

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

learning outcomes Appendix 3.1.1. Curriculum Review Team Appendix 3.1.2. Decision of the Minister of National Education on Core

Curriculum for Higher Education No. 045/U/2002 Appendix 3.1.3. Survey and Organized Focus Group Discussions for

Curriculum Review Appendix 3.1.4. Proposal for Revising Curriculum Appendix 3.1.5. Letter of Recommendation from Curriculum Team to the Dean Appendix 3.1.6. Rectorial Decision No. 1441C Year 2012 on Competence-

Based Curriculum of Legal Science Study Program for

Undergraduate in the Faculty of Law Universitas Indonesia

3.2. The contribution made by each course to achieve the expected learning outcomes is

clear Appendix 3.2. Example of Student Assignment

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FACULTY OF LAW 54

3.3. The curriculum is logically structured, sequenced, integrated and up-to-date Appendix 3.3.1. Academic Schedule Appendix 3.3.2. Prerequisite Courses

Criterion 4: Teaching and Learning Strategy 4.1. The education philosophy is well articulated and communicated to all stakeholders

Appendix 4.1.1. UI Logos Appendix 4.1.2. UI Esprit de Corps

4.2. Teaching and learning activities are constructively aligned to the achievement of the

expected learning outcomes Appendix 4.2.1. Clinical Legal Education Video Profile Appendix 4.2.2. Reading material in Health Law

4.3. Teaching and learning activities enhance life-long learning Appendix 4.3. Curriculum Academic Guidance DIKTI

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

learning outcomes Appendix 5.1.1. Sample of Components for Final Grade Appendix 5.1.2. Syllabi of Ethics Courses

5.2. The student assessment including timelines, methods, regulations, weight

distribution, rubrics and grading are explicit and communicated to students Appendix 5.2.1. Manual Book for Students Appendix 5.2.2. Manual Book for Academic Staff Appendix 5.2.3. SIAK-NG FAQ

5.3. Methods including assessment rubrics and marking schemes are used to ensure

validity, reliability and fairness of student assessment Appendix 5.3.1. Types of Exams and Scoring Methods Appendix 5.3.2. Student Assignment - Investment Law

5.4. Feedback of student assessment is timely and helps to improve learning

5.5. Students have ready access to appeal procedure Appendix 5.5. SOP for Academic Affairs

Criterion 6: Academic Staff Quality 6.1. Academic staff planning is carried out to fulfill the needs for education, research,

and service Appendix 6.1.1. State Civil Apparatus Law Appendix 6.1.2. Government Regulation No. 68 Year 2013 Appendix 6.1.3. The Teacher and Lecturer Law Appendix 6.1.4. Government Regulation Number 99 Year 2000 Appendix 6.1.5. List of Lecturers’ Certification

6.2. Staff-to-student ratio and workload are measured and monitored to improve the

quality of education, research and service Appendix 6.2.1. Menristek Regulation No. 2 Year 2016 Appendix 6.2.2. UI Remuneration System

Bachelor of Law Program

UNIVERSITAS INDONESIA 55

6.3. Recruitment and selection criteria including ethics and academic freedom for

appointment, deployment and promotion are determined and communicated Appendix 6.3.1. Higher Education Law No. 12-2012 Appendix 6.3.2. Government Regulation No. 98-2000 Appendix 6.3.3. Academic Staff Recruitment Appendix 6.3.4. Regulation of Board of Trustees

6.4. Competences of academic staff are identified and evaluated Appendix 6.4. Key Performance Index

6.5. Training and developmental needs of academic staff are identified and activities are

implemented to fulfill them

6.6. Performance management including rewards and recognition is implemented to

motivate and support education, research and service

6.7. The types and quantity of research activities by academic staff are established,

monitored and benchmarked for improvement

Criterion 7: Support Staff Quality 7.1. Support staff planning is carried out to fulfill the needs for education, research, and

service

7.2. Recruitment and selection criteria for appointment, deployment, and promotion are

determined and communicated

7.3. Competencies of support staff are identified and evaluated

7.4. Training and developmental needs of support staff are identified, and activities are

implemented to fulfill them Appendix 7.4. Support Staff Trainings

7.5. Performance management including rewards and recognition is implemented to

motivate and support education, research, and service

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

published, and up-to-date Appendix 8.1. Student Inbound and Outbound

8.2. The methods and criteria for the selection of students are determined and evaluated

8.3. There is an adequate monitoring system for student progress, academic performance,

and workload

8.4. Academic advice, co-curricular activities, student competition, and other student

support services are available to improve learning and employability Appendix 8.4. Students Achievements

8.5. The physical, social and psychological environment is conducive for education and

research as well as personal well-being

Criterion 9: Facilities and Infrastructure 9.1. The teaching and learning facilities and equipment are adequate and updated to

support education and research Appendix 9.1.1. List of Rooms Appendix 9.1.2. UI Guest Account

9.2. The library and its resources are adequate and updated to support education and

research Appendix 9.2. List of Trainings for Library Resources

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FACULTY OF LAW 56

9.3. The laboratories and equipment are adequate and updated to support education and

research

9.4. The IT facilities including e-learning infrastructure are adequate and updated to

support education and research

9.5. The standards for environment, health and safety; and access for people with special

needs are defined and implemented Appendix 9.5. Facilities for PWD

Criterion 10: Quality Enhancement 10.1. Stakeholders’ needs and feedback as input to curriculum design and development

Appendix 10.1.1. Academic Staffs as Internal Assessors Appendix 10.1.2. Academic Staffs Attending AUN Trainings

10.2. The establishment, evaluation, and enhancement of curriculum design and

development process

10.3. The teaching and learning processes and student assessment are continuously

reviewed and evaluated to ensure their relevance and alignment Appendix 10.3. 16 (sixteen) Criteria of EDOM

10.4. Research output is used to enhance teaching and learning

10.5. Quality of support services and facilities is subjected to evaluation and enhancement Appendix 10.5. List of Alumni as Sponsors

10.6. The stakeholder’s feedback mechanisms are systematic and subjected to evaluation

and enhancement

Criterion 11: Output 11.1. The pass and dropout rates are established, monitored and benchmarked for

improvement

11.2. The average time to graduate is established, monitored and benchmarked for

improvement

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

improvement

11.4. The types and quantity of research activities by students are established, monitored

and benchmarked for improvement

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

for improvement