Draf Terjemahan Dokumen Kurikulum - KAAB - Departemen Arsitektur FT USU

CURRICULUM REVISION
UNDERGRADUATE PROGRAM
ARCHITECTURE STUDY PROGRAM
UNIVERSITAS SUMATERA UTARA
FACULTY OF ENGINEERING
MEDAN
YEAR 2023
1
STUDY PROGRAM IDENTITY
Study Program : Architecture

Faculty : Engineering
University : Universitas Sumatera Utara
Year of Establishment : 1996
Study Program : 208/DIKTI/Kep/1996
Establishment Decree
Number
Date of Establishment : 11st July 1996
Decre
National Accreditation : Superior
Decree of National : 4376/SK/BAN-PT/Akred-PMT/S/VII/2022
Accreditation Board-
Higher Education
Date of National 12 Juli 2022
Accreditation Board-
Higher Education
Minimum Total Credits : 144
Graduation Degree : S.Ars.
Head of Study Program : Dr. Wahyuni Zahrah, ST., MS
Vision : “To become an architecture education institution with
international standards and local excellence that
responds appropriately to the needs of the environment
and community”
Mission : 1. Organizing architectural education characterized by
local knowledge with BINTANG character (Fear of
God, Innovative with Integrity, Tough and Wise).
2. Enhance an innovative educational atmosphere to
create a world-class learning process.
3. Organizing local wisdom-based architectural
research that is integrated and synergistic with
learning activities.
4. Organizing community service activities that are
integrated and synergistic with learning activities.
5. Establishing collaboration with the government,
fellow study programs, industry, the business
world, non-governmental organizations,
professional organizations, and related institutions,
in the fields of education, research, and community
service at the national and international levels.
6. Organizing the management of learning systems
and administration of architectural education
institutions based on world-class information
systems and technology.
2
IDENTITY OF THE CURRICULUM DOCUMENT DRAFTING TEAM
Head
Full Name : Dr. Wahyuni Zahrah, ST., MS
Employee Identification : 197308192000042001
Number
Secretary
Full Name : Mohammad Dolok Lubis, ST, M.Sc.
Number
Member 1
Full Name : Dr. Salmina Wati Ginting, ST, MT
Number
3
INTRODUCTION
The USU Architecture Study Program has been providing Bachelor of Architecture
Education since 1991, obtained the first A Accreditation in 2011 and maintained it to
obtain Superior Accreditation in 2022. Over time, technology, science, and socio-culture
also change. Issues regarding the preparation of a more adaptive education for the
Industrial Age 4.0 encourage all educational institutions to design an Outcome-Based
Curriculum scenario, also known as Outcome-Based Education (OBE). This approach
focuses education not on what lecturers teach, but rather on what students will achieve.
Thus, various ways of learning can be applied more broadly, not limited to the campus.
This was then addressed by the Ministry of Education, Culture, Research and
Technology with the Freedom of Learning Independent Campus (MBKM) program.
This program provides opportunities for students to be able to explore knowledge,
experience and hone skills to achieve learning outcomes in various places outside the
campus.
Essentially, since the beginning, architecture education has integrated KKNI

(Indonesian National Qualifications Framework) and OBE with a system dominated by
case and project-based learning. Since 2017, the Architecture Study Program of FT USU
has been running the KKNI Curriculum (Indonesian National Qualifications
Framework), a curriculum based on the Indonesian human resource qualification
framework that juxtaposes, equalizes, and integrates the education sector with the
training sector and work experience in a work ability recognition scheme tailored to the
structure in various employment sectors. When the Ministry of Education, Culture,
Research, and Technology required the integration of the MBKM program in the
curriculum, this learning orientation was officially included in the USU Architecture
Undergraduate Program Curriculum in 2021, which was later refined in 2022. However,
the world continues to move so fast, the world of architecture is currently faced with the
rapid pace of construction technology, increasing information technology and
digitization that significantly helps the design process and results, issues of
strengthening communities in the midst of globalization, the continued achievement of
sustainable development goals and efforts to achieve internationally recognized
competencies. This is in line with the vision of the USU Architecture Undergraduate
Study Program in exploring and developing local wisdom in global methods and
technology. With various current problems and efforts to further strengthen the vision, it
is considered important to readjust the curriculum of the USU Architecture
Undergraduate Study Program to strengthen the implementation of KKNI, OBE,
MBKM, and the standard criteria of international accreditation agencies.
The results of this curriculum redesign are expected to be an optimal medium for
producing graduates of the USU Bachelor of Architecture who are competent and
adaptive to the latest social, cultural, scientific and technological developments with
adequate mastery of local problems and potential.
Head of Department
(Dr. Wahyuni Zahrah, ST., MS)
4
TABLE OF CONTENTS
STUDY PROGRAM IDENTITY

IDENTITY OF THE CURRICULUM DOCUMENT DRAFTING TEAM
INTRODUCTION
TABLE OF CONTENTS
CHAPTER 1
1.1. Evaluation of Curriculum and Tracer Study
1.1.1. Background of Evaluation
1.1.2. Curriculum Evaluation
1.2. Implementation of Tracer Study
1.2.1. Implementation Steps of Tracer Study and FGD
1.2.2. Compilation of Survey Instruments and FGDs
1.2.3. Implementation of Survey and FGDs
1.2.4. Tabulation of Survey and FGD Results
1.2.5. Deepening of Survey and FGD Results
1.2.6. Presentation of Survey and FGD Results
1.3. Formulation of Changes
1.4. Foundations of Curriculum Design and Development
1.4.1 Philosopical Foundations
1.4.2 Sociological Foundations
1.4.3 Psychological Foundation
1.4.4 Historical Foundation
1.4.5 Yurisdical Foundation
CHAPTER 2
2.1. Vision, Mission, Goals, and University Strategy
2.1.1 Vision of Universitas Sumatera Utara
2.1.2 Mission of Universitas Sumatera Utara
2.1.3 Goals of Universitas Sumatera Utara
2.1.4 University Strategy
2.2.1 Vision of Engineering Faculty
2.2.2 Mission of Engineering Faculty
2.2.3 Goals of Engineering Faculty
2.2.4 Strategy of Engineering Faculty
2.3. Vision, Mission, Goals and Architecture Undergraduate Study Program Strategy
2.3.1 Vision of Architecture Undergraduate Study Program

2.3.2 Mission of Architecture Undergraduate Study Program
2.3.3 Goals of Architecture Undergraduate Study Program
2.3.4 Strategy of Architecture Undergraduate Study Program
2.4. University Value
CHAPTER 3
5
3.1. Graduate Profile
3.2. Intended Learning Outcomes (ILO)
6
CHAPTER 1
BACKGROUND OF STUDY
1.1. Evaluation of Curriculum and Tracer Study
1.1.1. Background of Evaluation
An internationally accredited study program is one of the Main Performance Indicators

(KPI) of the University of North Sumatra which is still not optimally achieved compared
to other KPIs. Currently there is only one internationally accredited study program
(Prodi) at USU, namely the S1 Chemical Engineering Study Program, which obtained
an IABEE international accreditation certificate in mid-2023. Therefore, the university
encourages other study programs, especially those that have obtained superior
predicates, to increase the capacity of study programs to become international.
The Bachelor of Architecture Study Program at the Faculty of Engineering, University

of North Sumatra (hereinafter abbreviated as S1 Architecture Study Program FT USU)
has obtained the highest predicate A since it was first accredited by the International
Accreditation Board of Higher Education (BAN PT) in 2011, 10 years since its
establishment in 1991. This accreditation continues to be maintained and then reaches
the Superior Predicate in 2022. Along with this achievement and the vision to "Become
an architectural education institution with international standards and characterized by
local excellence that responds appropriately to the needs of the environment and
community", the FT USU Architecture Study Program intends to improve its quality
towards an Internationally Qualified Study Program.
Since 2017, the FT USU Architecture Study Program has run a curriculum referring to
the KKNI (Indonesian National Qualifications Framework), which is based on a
framework for the qualifications of Indonesian human resources that juxtaposes,
equalizes, and integrates the education sector with the training sector and work
experience in a work ability recognition scheme tailored to structures in various work
sectors. The year 2021 will be the graduation year of the Bachelor of Architecture Study
Program students (batch 2017 students) who carry out lectures with full implementation
of the curriculum referring to KKNI. This curriculum was then updated to a curriculum
with an OBE approach and the implementation of the MBKM program in 2021, through
Permendikbud Number 3 of 2020 concerning National Higher Education Standards.
Article 18 of this Permendikbud states that the fulfillment of the period and learning
load for undergraduate or applied undergraduate students can be carried out by: 1)
following the entire learning process in the study program at the university according to
the period and learning load; and 2) following the learning process in the study program
to fulfill part of the period and learning load and the rest following the learning process
outside the study program. When the MBKM Program was further refined, the USU
Architecture Undergraduate Program Curriculum was adjusted again in 2022, ratified by
USU Chancellor Decree number 1636/UN5.1.R/SK/KRK/2022 dated July 7, 2022.
In the period 2019 to 2022 the Undergraduate Architecture Study Program runs two
curriculums. Curriculum referring to KKNI for students in 2019 and 2020, Curriculum
with an OBE approach and implementation of MBKM for students in 2021 and
curriculum with an OBE approach and implementation of MBKM 2 and adjusting
international accreditation criteria standards, in this case KKAB (Korean Architecture
Accrediting Board(KAAB) for the Class of 2022 (revised curriculum). By considering
the steps towards International Accreditation, the Bachelor of Architecture Study
Program again made adjustments to the curriculum, which had started in mid-2022. The
1
initial step began by studying several Indonesian Architecture institutions that have
obtained international accreditation, namely Architecture of Universitas Islam Indonesia
(UII) Yogyakarta, Bandung Institute of Technology, and Gajah Mada University. These
three institutions are internationally accredited by the Korean Architecture Accrediting
Board (KAAB) which is affiliated with the Canberra Accord. Sharing experiences
towards accreditation was then carried out by conducting online discussions inviting
speakers from UII Architecture and ITB. Meanwhile, the FT Architecture Study
Program also studied matters related to the process and criteria for KAAB International
Accreditation. After going through this initial stage, it was decided to choose KAAB as
a reference for curriculum adjustments.
KAAB has a mission to support and improve the quality of architectural education that
is expected to produce prospective architects through setting standards for the level of
competence that must be achieved by certified professional architects. KAAB
Accreditation Board has been established since 2005 and has accredited dozens of
architectural education institutions both inside and outside Korea. The standard criteria
set by KAAB consists of 26 items of Student Performance Criteria (SPC) that are
internalized in the curriculum scenario and all courses and can be measured through the
output of student assignments. In addition to the international curriculum, this
curriculum adjustment still considers the MBKM scenario and the implementation of
KKNI - OBE proportionally. It is expected that this adjusted curriculum will meet
international education standards while supporting MBKM and remaining OBE-
oriented.
1.1.2. Curriculum Evaluation
Adjustment of the Architecture Study Program Curriculum FT USU is carried out

through the following stages:
1. Ongoing curriculum evaluation

2. KAAB SPC review
3. Formulation of new curriculum
4. Preparation of curriculum documents
1. Evaluation of the Ongoing Curriculum

The process of evaluating the current curriculum is carried out with several methods
and involves stakeholders, both internal and external. The internal stakeholders involved
are the academic community of the USU Architecture Undergraduate Study Program,
namely lecturers and students. External stakeholders are alumni and users of graduates
and related professional organizations, consisting of: representatives of the Indonesian
Architects Association of North Sumatra, representatives of consultants, representatives
of developers / evaluation surveys, studies and FGD(Focus Group Discussion), which
can be seen in Table 1.
Tabel 1. Evaluation of the Ongoing Curricullum

Activites Participants/ Methods Implementations
Parties
Involved
1. Evaluation Active Online
Survey Students Questionn Distributed questionnaires to
2
Parties
Involved
aire
Melakukan evaluasi students, comprising 156
terkait efektifitas respondents, over a one-week
konten dan proses period in April 2023..
pembelajaran
sebelumnya dan Alumni
prospek Distribute questionnaires to
pengembangan yang alumni in the last 3 years,
dibutuhkan saat ini namely the class of 2016, 2017,
dan di masa and 2018 within one week in
mendatang April 2023.
Alumni Users
Conduct questionnaires to
alumni users within one week in
April 2023.
2. Internal USU’s FGD

Evaluation Architecture
Lecturer
a) Evaluate the
content, process
and learning
outputs of the Conduct FGD with USU’s
previous/current Architecture Lecturer through
curriculum Zoom Meeting
b) Conduct
Curriculum Internal
studies/compariso
Team Meeting
ns with other
architecture
institutions
c) Conduct a
standardized
review of KAAB
criteria
Conduct Internal Meetings with
Curriculum Team in
Architecture Undergraduate
Study Program Faculty of
Engineering USU
3. External Alumni Users FGD
Evaluation
3
Parties
Involved
a) Evaluate the
content, process Alumni
and learning representative
outputs of the
previous/current Representative
curriculum of Indonesian
b) Discuss the Architect
Association Conduct FGD with Alumni
weaknesses and
Users and Stakeholders through
strengths of the
Consultant Zoom Meetings
existing
curriculum and representative
the alumni
Developer
produced in
Representative
relation to the
needs of the Contractor
world of practice. Representative
c) Discuss the future
prospects of Non-
architecture governmental
education organization
representative
Government
Representative
2. KAAB Standards Review

The requirements for international accreditation according to KAAB consist of 4
activities, namely Curriculum, Department Management, Facilities and Infrastructure,
and Cooperation (Domestic and Foreign). In Curriculum activities, there are several sub-
activities that have not been achieved optimally in the FT USU Architecture
Undergraduate Study Program, namely (1) Studios and other MKs based on solving real
and contextual problems in society; (2) Guest lecturers and guest examiners from
professionals; and (3) Number of students: Studio maximum 15 people. In the aspect of
Facilities and Infrastructure, KAAB requires that each student has their own work
station and the studio is open 24 hours a day. However, this has not been realized due to
the insufficient number of studios and studio conditions that are not conducive to
prolonged use. In addition, in the aspect of Cooperation (Domestic and Foreign), sub-
activities related to internships that students can do in architectural firms, both at home
and abroad, as well as the implementation of studios at other universities abroad have
also not been carried out optimally in the FT USU Architecture Undergraduate Study
Program. KAAB requirements and their level of achievement in the FT USU
Architecture Undergraduate Study Program can be seen in Table 2.
Table 2 KAAB Requirements and Achievement Level of Undergraduate Architecture

Study Program
4
KAAB Requirements Achievement level of Achitecture
Undergraduate Study Program
No. Activities Sub-Activities Goals Available but not yet Not Available
fulfilled KAAB
Requirements
1 Curriculum Curriculum based
Student Performance The current curriculum
Criteria (SPC) is OBE and MBKM
based
Studio and other MKs Location and site are

based on solving real and real but design issues
contextual problems in are given and not
the community contextualized.
Guest lecturers and guest Guest lecturer available Guest examiners

examiners from exist in the
professionals Professional
Architect Program
(PPAr) but not in
the undergraduate
program.
Studio: 35 person
Number of students: Class: 50 person
Studio class maximum 15
students;
Non-studio class
maximum 30 people.
2 Department Concern
Management Study guide book for the terhadap General study guides,
Bachelor of Architecture mahasiswa studio guides, final
Study Program project guides and
student research guides
have been published.
Online registration, Study Plan Card(KRS)

evaluation and online but Transcript
assessment system not online
Quality assurance system Quality Assurance

Cluster and Quality
Control Cluster
available
Academic supervisor for Meetings 2 Guardian lecturer

counseling times a year at a available
minimum
3 Facilities and
Infrastructure
a. Studio
Each student has their Getting students The number of studios
own work station used to working is severely lacking.
for long Currently 1 studio is
Studio buka 24 jam durations and used by 2 design Not Available
setiap hari supporting an classes. The condition
atmosphere of of the studios and
student-to- classrooms is poor,
student and there is no air
5
KAAB Requirements Achievement level of Achitecture
No. Activities Sub-Activities Goals Available but not yet Not Available
fulfilled KAAB
Requirements
student-faculty conditioning, it is hot

discussion. and uncomfortable to
use for a long time.
b. Library
and Available but not yet
Database functioning optimally
c. Gallery Not Available

and/or Accustoming
Exhibition students to
room interact with the
community and
professionals
since before
graduation.
4 Collaboration
(Domestic and Students can apply for There is already No internship
International) internships at domestic cooperation with IAI cooperation with
and international North Sumatra international firms
architectural firms yet.
Not Available
Students can join studios
at other universities
abroad.
Based on the table of achievement levels, several steps need to be taken to achieve some
of the things that have not been achieved, as shown in Table 3.
Table 3. Steps for the Undergraduate Architecture Study Program in Achieving KAAB
Requirements that Have Not Been Achieved
No Activities Achievement Measures
1 Curriculum Create a Student Performance Criteria (SPC) based curriculum
Create Architectural Design Studio materials and other related courses based on
solving real and contextual problems in society.
Featuring guest examiners from the professional community.
Condition the Studio Class with a maximum capacity of 15 people and the Non-
Studio Class with a maximum capacity of 30 people.
2 Department Implement an online registration, evaluation and grading system, including
Managements transcripts.
3 Facilities and Increase the number of studios so that each student has their own work station.
Infrastructure Enhance the comfort of the studio to create conditions conducive to prolonged
use.
Optimize the use of libraries and databases
Create a gallery and/or exhibition space
4 Collaboration
(domestic and Conducting internship cooperation with international firms and universities.
international)
In reviewing the KAAB curriculum, there is a reference in the form of 26 items of

Student Performance Criteria(SPC) set by KAAB, as shown in Table 4.
Table 4. Student Performance Criteria (SPC) set by KAAB
6
No. SPC-KAAB
1 Architecture, Science, Technology and Fine Art
2 History and Culture of Global Architecture
3 History of Indonesian Architecture and Tradition
4 Architecture and Society
5 Human Behavior and Spaces
6 Sustainable Architecture and Urbanism
7 Architectural Communication
8 Form and Spatial Organization
9 Research and Analysis
10 Site Planning
11 Accessible Design
12 Safety and Fire Protection
13 Integration of Building Systems in Design
14 Design of Adaptive Reuse
15 Architecture and Urban Planning
16 Comprehensive Design
17 Principles of Building Structure and Structural System
18 Environmental Control Systems
19 Building Services System
20 Application of Digital Technology
21 Building Materials and Methods
22 Building Construction and Construction Management
23 Ethics of Architects and Professional ResponsIbility
24 Architects Role in Project Execution
25 Operation Management of Architectural Practice
26 Building Codes and Regulations
Based on the reference of the SPC, the FT USU Undergraduate Architecture Study
Program conducted a workshop to review the current curriculum which was then linked
to the 26 SPC items (Table 5).
Table 5. Current Curriculum for USU Architecture Design Studio
7
Source: MBKM Curriculum Document of the FT USU Architecture Undergraduate Study Program based
on the Decree of the Chancellor of the University of North Sumatra Number
1636/UN5.1.R/SK/KRK/2022
In the current curriculum (Table 5), there is no Architectural Design Studio material that
applies the criteria of accessible design and design of adaptive reuse. Therefore, in the
proposed structure of the USU Architecture Design Studio materials (Table 6),
accessible design criteria are included in Architecture Design Studio 2 and design of
adaptive reuse criteria are included in Architecture Design Studio 4.
Table 6 Proposed Material Structure of USU Architecture Design Studio with

Internalization of SPC KAAB
Alternative 1
Alternative 2
8
With the proposed structure of the USU Architecture Design Studio material, the
internalization of Student Performance Criteria (SPC) into the curriculum and courses
can also be arranged, as shown in Table 7.
Table 7. USU Architecture Curriculum Structure based on SPC KAAB

CRITICAL THINKING DESIGN ENGINEERING PROFESSIONAL
TECHNOLOGY PRACTICE
SCHOOL COURSE NAME 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
YEAR
M A N D A T O R Y C O U R S E
SEMESTER 1
Religion
Basic of Design 1 2 2
Introduction to Architecture 1 1 1 1 1 1
Introduction to Landscape 1 1 1 1
Design
Sports and Arts 1
Introduction to Architecture 2
Communication
Basic Statistics
SEMESTER 2
Internationalitation 1
Civic Education
Basic of Design 2 2 2 2
Architectural Comunnication 2 2 2 2
Architecture Statistics
Sports and Arts 2
Building Physics 1
History and Theory of Pre- 1 1 1
Modern Architecture
SEMESTER 3
Indonesian Language
Pancasila Educations
Studio of Design for Simple 2 2 2 2 2 2
Building Architecture
Technology of Simple Building 2 2 2 2 2 2 2
9
CRITICAL THINKING DESIGN ENGINEERING PROFESSIONAL
TECHNOLOGY PRACTICE
SCHOOL COURSE NAME 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
YEAR
M A N D A T O R Y C O U R S E
Landscape Architecture 2 2 1
Process of Design 1 1 1 2 1 2 1
SEMESTER 4
Design Studio 2 2 2 2 2 2 2 2 2 2 2 2 2 2
Multi-story Building
Architecture
Building Technology for Multi- 2 2 2 2 2 2 2
story Structures
Cultural Landscape in 1 1 1 1
Architecture
History and Theory of Modern 1 1 1 1
Architecture
Housing and Settlements 1 1 1 1
Mechanical and Electrical of 1 1 1 1 1 1
Low Rise Buildings and Wide
Span Buildings
SEMESTER 5
Internationalitation 2
Architectural Design Studio for 2 2 2 2 2 2 2 2 2
Low Rise and Wide Span
Buildings
Low-Rise Building Technology 2 2 2 2 2 2 2
and Wide Span Buildings
City Planning 1 1
Enterpreneurship
Traditional Architecture of 1
North Sumatra
Building and Area 1 1 1 1
Conservation
SEMESTER 6
Mid-Rise Building 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
Architectural Design Studio
Mid and High Rise Building 2 2 2 2 2 2 2
Technology
Project Management 2
Architectural Theory and
Criticism
City Architecture 1 1
Mechanical and Electrical of 1 1 1 1 1 1
High Rise Buildings
SEMESTER 7
High Rise Building 2 2 2 2 2 2 2 2
Architectural Research and 1 1
Seminars
Choice (1)
Choice (2)
Choice (3)
SEMESTER 8
Architectural Thesis (Design 2 2 2 2 2 2 2 2
Study and Approach)
ARCHITECT
PROFESSIONAL
EDUCATION
SEMESTER 1
Project Studio I 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1
Professional ethics 1 1
Practice Management I 2 2
SEMESTER 2
Project Studio II 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1
Ecology of Sustainable 1 1
Development
Practice Management II 2 2
In addition to conducting a Curriculum Workshop, the FT USU Architecture

Undergraduate Study Program also conducted a Sharing Session with the Islamic
University of Indonesia which has been internationally accredited by KAAB through the
Zoom Meeting, as shown in the following pictures.
10
Image 1. Sharing Session with Universitas Islam Indonesia
3. Focus Group Discussion
Before adjusting the curriculum, the Bachelor of Architecture Study Program
carried out a series of activities, namely by evaluating the old curriculum,
conducting a tracer study, as a basis for compiling the MBKM curriculum which
included the following activities:
1. Studying the MBKM guidebook, KAAB International Accreditation guidelines
and looking for comparative studies from architecture study programs at other
universities. In this case, the USU Undergraduate Architecture Study Program
has conducted a KAAB Sharing Session with the Architecture Study Program
of the Islamic University of Indonesia and the Bandung Institute of Technology
(ITB) through the Zoom Meeting, as shown in the pictures below.
11
Image 2. Sharing Session with UII and ITB
2. Form a 2022 Curriculum Adjustment Committee and SPC-KAAB
USU Architecture Undergraduate Study Program formed a KAAB international
curriculum adjustment committee whose task was to formulate curriculum
adjustments by carrying out study, evaluation and formulation steps, involving all
stakeholders: students, lecturers, alumni, graduate users, professional
associations, non-governmental organizations and government.
12
Image 3. Curriculum Adjustment Committee of USU Architecture Undergraduate
Study Program
3. Participated in Focus Group Discussion (FGD) on Curriculum Adjustment with

Outcome-Based Education (OBE) Approach, MBKM Implementation and KAAB
international accreditation criteria.
13
Image 4. Focus Group Discussion (FGD) with USU’s Architecture Lecturer
4. Conduct discussions within the Prodi curriculum development team to create

questions that will be distributed in the tracer study survey
5. Conducted an online survey with students
6. Conducted an online survey with alumni.
7. Conduct an online survey with alumni users.
8. Conduct discussions within the Prodi curriculum development team regarding the
results of the survey data tabulation.
14
Image 5. Discussion within the Architecture Curriculum Development Team
9. Analyze the data obtained through the survey and draw conclusions.
10. Conduct FGDs through Zoom Meeting with students.
11. Conduct FGDs through Zoom Meeting with alumni.
12. Conduct FGDs through Zoom Meeting with alumni users.
Image 6. FGD with USU Architecture Alumni Users
13. Compile survey results and conclude key points related to graduate profiles and
graduate learning outcomes in accordance with guidelines provided by
institutions related to the curriculum at the University of North Sumatra.
14. Present survey and FGD results to relevant institutions.
15. Develop curriculum documents with the Prodi curriculum development team
based on input and guidelines provided by institutions related to the curriculum.
16. Conduct intensive discussions and socialization with all lecturers in the Study
Program regarding the curriculum documents that have been prepared.
15
1.2. Implementation of Tracer Study
1.2.1. Implementation Steps of Tracer Study and FGD
Based on the guidelines for the implementation of Tracer studies and FGDs issued by
UPP USU (now LINKUP USU) in 2021, surveys and FGDs were conducted on 3 (three)
stakeholder groups for graduates who used the 2017 curriculum, namely: (1). Students
(2). Alumni and (3). Graduate Users. Then UPP determines the criteria for respondents
who represent each stakeholder. Students who become respondents are current semester
students with a minimum number of respondents of 30% of the number of active
students. Alumni who become respondents are alumni who graduated no more than the
last 3 years, namely the class of 2016 2017 2018. Graduate user respondents are
graduate users of alumni who graduated no more than the last 3 years. Surveys and
FGDs to each of these stakeholder groups were carried out separately with the person in
charge of each activity being a member of the curriculum development team for
international accreditation. Then the results of the survey and FGD were tabulated to get
input from each stakeholder as the basis for the preparation of the Graduate Learning
Outcomes of the Curriculum.
1.2.2. Compilation of Survey Instruments and FGDs

The preparation of the Survey instrument for each stakeholder is as follows:
Survey instruments for students :
1. What field of work do you want to pursue after graduation? (Can choose
more than one, maximum 3 (three) answers.)
2. What knowledge do you want to acquire after graduation? (You can choose
3. What specific skills do you want to acquire? (Can choose more than one,
maximum 3 (three) answers.)
4. What general skills do you want to have after graduation? (You can choose
5. Please respond to the usefulness of the knowledge offered by the study
program for your needs.
6. Please respond to the usefulness of the specific skills offered by the study
7. Please respond to the usefulness of the general skills offered by the study
8. What knowledge or skills do you need as a student of the Bachelor of
Architecture Study Program but are not offered by the Study Program? (Can
choose more than one, maximum choose 3 (three) answers.)
Survey instruments for Alumni :
1. What knowledge have you gained from the lectures and become your
strength in carrying out your work? (Can choose more than one, maximum
choose 3 (three) answers.).
2. What specific skills(hard skills) have you gained from your studies that are
most useful in carrying out your work? (You can choose more than one,
maximum 3 (three) answers.).
3. What generalskills (soft skills) did you acquire from your studies that are
most useful in doing your job? (You can choose more than one, maximum 3
(three) answers.).
16
4. What knowledge is useful for work that you did not acquire in college?
5. What general skills are useful for work that you did not acquire in college?
(You can choose more than one, maximum 3 (three) answers).
6. What specialized skills are useful for work but were not acquired in college?
(You can choose more than one, maximum 3 (three) answers.).
Survey instruments for Alumni Users :
1. Provide an assessment of the competence of graduates of the FT USU

Architecture Undergraduate Study Program in carrying out work.
Competence is the ability of graduates to carry out their duties according to
the provisions of the company / institution.
2. Please respond to the relevance of the knowledge of architecture possessed
by graduates of the FT USU Bachelor of Architecture Study Program that is
appropriate in their field of work?
3. What general skills are the advantages of graduates of the FT USU
Architecture Undergraduate Study Program? (Can choose more than one,
maximum choose 5)
4. What special skills are the advantages of graduates of the FT USU
Architecture Undergraduate Study Program? (Can choose more than one,
maximum choose 5)
5. Referring to questions number 2, 3, and 4, give an opinion whether the
percentage of components designed by the study program is in accordance
with the graduate competencies required by your company?
6. What knowledge or skills do you need from our graduates that he/she/they do
not have? (Can choose more than one, maximum 5)
7. What specific skills should be improved in our graduates in the future? (Can
choose more than one, maximum 3)
8. What general skills should be improved in our graduates? (Can choose more
than one, maximum 3)
1.2.3. Implementation of Survey and FGDs

The survey and FGDs were conducted from April to May 2023 with the following
division of tasks:
SURVEY AND FGD STAGE April - May 2023 Undergraduate Architecture Study
Program Team
April 2023 May 2023

No
Activities Weeks
.
1 2 3 4 5 6 7 8
1 Division of tasks
2 Compilation of
Questionnaire
3 Implementation of
Surveys
4 Implementation of
FGDs
5 Compilation of
Survey’s Report
17
6 Compilation of
FGDs Reports
7 Compilation of
Comparisons
Methods
8 Presentation of
Results of Survey
and FGDs
Division of Tasks:
1. Dr. Wahyuni Zahrah, ST, MS
Compile, conduct and tabulate the results of surveys and FGDs for graduate
users.
2. Mohammad Dolok Lubis, ST, M.Sc.
Compile, carry out and tabulate the results of Surveys and FGDs for alumni
for a maximum of the last 3 years
3. Dr. Salmina Wati Ginting, ST, MT
Compile, carry out and tabulate the results of Surveys and FGDs for current
semester students
Summarize the Survey and FGD results into a report table format
1.2.4. Tabulation of Survey and FGD Results
1. Field of Work After Graduation

Based on Figure 7, the results of the survey related to the field of work after
graduation show that students of the Undergraduate Architecture Study Program
who choose Architect as a job after graduation reach the highest percentage and
those who choose jobs that are still in the architectural corridor are also still
relatively large. Thus it can be concluded that the Undergraduate Architecture
Study Program should better facilitate students with courses that are still in one
discipline.
Image 7. Graduate Field of Work
2. Specific Skills Desired by Students

The specific skills that students want to get according to the survey results with
the existing courses in the Undergraduate Architecture Study Program are
18
appropriate. However, from the essay results, it was found that the quality of the
material must be improved in each course.
Image 8. Desired Specific Skills

3. Knowledge acquired after graduation
Based on the survey results, the top three knowledge gained by students after graduation
are interior design with 49.4%, construction science with 42.3%, and 3D visualization
science with 39.7%.
Image 9. Knowledge Gained After Graduation
4. General skills acquired after graduation

Based on the survey results, the general skills that students have after graduation
are creativity skills and analytical and critical thinking skills. However, after
graduation students are still less able to work independently.
Image 10. General Skills acquired after graduation
5. Knowledge and Skills Needed by Undergraduate Architecture Study Program Students
19
Based on the survey results, students are in dire need of computer skills and 3D
Visualization, Material Experimentation and Carpentry Practice.
Image 11. Knowledge and Skills Needed by Undergraduate Architecture Study Program
Students
6. College Problems Faced by Students
Based on the survey results, the Quality of Facilities and Infrastructure of the FT USU
Architecture Undergraduate Study Program is the most common college problem faced
by students. The existing facilities and infrastructure have not been able to meet the
needs of students. Lecturer learning methods are also a problem faced by many students.
Image 12. College Problems faced by Students
1. Level of Mastery in the Design Process Course and Ability to Apply Material to
Based on the survey results, 75.6% of students mastered the design process
lecture and 77.6% of students were able to apply the design process material to
the architectural design studio. There are 23.7% of students who do not master
the design process lecture and 17.9 students are less able to apply the design
process lecture material into the architectural design studio.
20
Image 13. Mastery Level in Design Process Course
Image 14. Level of Ability to Apply Design Process Material in Architecture Design
Studio
2. Level of Mastery in Architectural History and Theory Courses and Ability to Apply
the Material in Architecture Design Studio
Based on the survey results, 56.4% of students mastered the history and theory of
architecture course and 49.7% of them were able to apply the historical material of
architectural theory to the architectural design studio. There are 39.1% of students
who are less able to master the history of architectural theory and 48.9% of students
are less able to apply architectural history and theory lecture material into
architectural design studios. There are still students who cannot master the subject
or practice in the design studio.
Image 15. Mastery Level of Architectural History and Theory Course
21
Image 16. Level of Ability to Apply Architecture History and Theory Materials in
Architecture Design Studio
3. Level of Mastery in the Principles of Structure and Construction Course and Ability
to Apply the Material to Architectural Design Studio
Based on the survey results, more students do not master the structural and
construction principles course material. There were 41.3% of students who
mastered the structural and construction principles course and 47.7% of students
were able to apply the course material to the architectural design studio. There are
50.3% of students who do not master the structural and construction principles
course material and 45.4% of students are not able to apply the course material to
the architectural design studio.
Image 17. Mastery Level of Structure and Construction Principles Course
Image 18. Level of Ability to Apply the Material of Structure and Construction Principles in
22
4. Level of Mastery in Utilities, Mechanical, and Electrical Courses and Ability to Apply
the Material to Architectural Design Studio
Based on the survey results, 51.9% of students mastered utilities, mechanical, and
electrical lectures. 49.7% of students can apply utility, mechanical, and electrical
materials in architectural design studios. There are 42.9% of students who do not master
utilities, mechanical, and electrical lectures. 43.5% of students are less able to apply
lecture materials into architectural design studios. There are still students who cannot
master the course and practice in the design studio.
Image 19. Mastery Level of Utilities, Mechanical, and Electrical Courses
Image 20. Level of Ability to Apply Utilities, Mechanical, and Electrical Materials in
5. Mastery Level in Building Materials Knowledge Course and Ability to Apply the
Material in Architecture Design Studio
Based on the survey results, more students did not master the building materials
knowledge course material. A total of 40.9% of students mastered the knowledge of
building materials. There are 48.8% of students who can apply building materials
knowledge materials in architectural design studios. There are 48.7% of students who do
not master the knowledge of building materials. 44.8% of students are less able to apply
lecture materials to architectural design studios. There are still students who cannot
master the subject or practice in the design studio.
23
Image 21. Mastery Level of Building Materials Knowledge Course
Image 22. Level of Ability to Apply Building Material Knowledge Material in

6. Mastery Level in Building Physics Course and Ability to Apply the Material in
Based on the survey results, 45.2% of students mastered the building physics course
material. There are 48.8% of students can apply building physics material to
architectural design studios. There are 45.8% of students who do not master building
physics course materials. 48.7% of students are less able to apply lecture materials to
architectural design studios. There are still students who cannot master the subject or
practice in the design studio.
Image 23. Mastery Level of Building Physics Course
24
Image 24. Level of Ability to Apply Building Physics Material in Architecture Design
Studio
7. Level of Mastery in Urban Planning Courses and Ability to Apply Material to

Based on the survey results, 69.7% of students mastered urban planning course materials.
69% of students can apply urban planning material to architectural design studios. There
are 21.3% of students who do not master urban planning course materials. 22.6% of
students are less able to apply course materials to architectural design studios. There are
still students who cannot master the subject or practice in the design studio.
Image 25.Mastery Level of Urban Planning Course
Image 26. Level of Ability to Apply Urban Planning Materials in Architecture Design
Studio
8. Level of Mastery in Housing and Settlement Subjects and Ability to Apply Material to
Based on the survey results, 68.4% of students mastered housing and settlement course
materials. There are 67.1% of students can apply housing and settlement materials to
architectural design studios. There are 23.2% of students who do not master housing and
settlement course materials. 24.5% of students are less able to apply course materials to
25
Image 27. Mastery Level of Housing and Settlement Subjects
Image 28. Level of Ability to Apply Housing and Settlement Materials in Architecture
Design Studio
9. Level of Mastery in Outdoor Space Design Course and Ability to Apply Material in
Based on the survey results, 77.4% of students mastered the outdoor space design
course material. There are 62.3% of students can apply outdoor space design material to
architectural design studios. There are 19.4% of students who do not master outdoor
design course materials. 27.9% of students are less able to apply course materials to
Image 29. Mastery Level of Outdoor Space Design Course
26
Image 30. Level of Ability to Apply Outdoor Space Design Material in Architecture Design
Studio
10. Level of Mastery in City Architecture Courses and Ability to Apply Material to
Based on the survey results, 64.9% of students mastered urban architecture course
materials. 75.5% of students can apply urban architecture materials to architectural
design studios. There are 24.7%% of students who do not master urban architecture
course materials. 20.6% of students are less able to apply lecture materials into
Image 31. Mastery Level of Urban Architecture Course
Image 32. Level of Ability to Apply Urban Architecture Material in Architecture Design
Studio
Tabulation of Surveys Results

1. Knowledge for alumni benefits
27
Based on the survey results, alumni of the FT USU Architecture Undergraduate
Study Program have excellent skills related to architectural and interior design.
However, there are still a few who have the ability of Traditional and Vernacular
Architecture, Ecological Architecture, 3D Modeling, Rendering, Photography,
Arts and Sports, BIM, RAB, Mastering Applications, General Architectural
Design Techniques, and Data Information Management.
Image 33. Knowledge for alumni benefits
2. Most important specific skills

Based on the survey results, the most useful special skills for alumni of the FT
USU Architecture Undergraduate Study Program are the skills of Calculating
RAB and Architectural Graphic Presentation Techniques. There are still few
alumni who utilize Modeling and Microsoft Excel skills.
Gambar 34. Most important specific skills
3. Most important general skills (soft skills)

Based on the Survey results, the most useful soft skills for alumni of the FT USU
Architecture Undergraduate Study Program are teamwork, analytical and critical
thinking skills, creativity, and the ability to conceptualize.
28
Image 35. Most important general skills
4. Useful Knowledge But Not Optimally Gained in Colleg

Based on the survey results, students really need knowledge related to Practical
Work (KP). However, this knowledge has not been taught during lectures.
Image 36. Useful Knowledge But Not Optimally Gained in College

5. Soft Skills that are Useful but Not Optimally Acquired in College
Based on the survey results, communication with various groups and English are
needed in the world of work. These soft skills need to be considered and honed
more during college.
Image 37. Soft Skills that are Useful but Not Optimally Acquired in College
Tabulation of the results of the Survey of Graduate Users
29
1. Assessment of the Competence of Graduates of the FT USU Architecture
Based on the survey results, more than 50% of graduates of the FT USU
Architecture Undergraduate Study Program are competent in carrying out their
duties in accordance with company regulations.
Image 38. Assessment of the Competence of Graduates of the USU Architecture

2. Responses to the Relevance of Architectural Science Knowledge of Graduates of

the FT USU Bachelor of Architecture Study Program
Based on the survey results, 27.3% of respondents stated that the architectural
knowledge possessed by graduates of the FT USU Bachelor of Architecture Study
Program is very relevant to their field of work. This number is smaller than
graduates who have architectural knowledge that is relevant and less relevant to
their field of work, which is 36.4%.
Image 39. Responses to the Relevance of Architectural Science Knowledge of

Graduates of the FT USU Bachelor of Architecture Study Program
3. General Skills (soft skills) that Stand out from Graduates of the FT USU
Architecture Undergraduate Study Program
Based on the survey results, the most prominent soft skills possessed by graduates
of the FT USU Architecture Undergraduate Study Program is the ability to work
in teams, followed by information management skills, working independently and
using the latest technology.
30
Image 40. General Skills (soft skills) that Stand out from Graduates of the FT USU
4. Special Skills (hardskills) that Stand Out from Graduates of the FT USU
Based on the survey results, the most prominent hard skills possessed by
graduates of the FT USU Architecture Undergraduate Study Program are English
language proficiency and tourism and research skills. However, it is still lacking
in translation skills.
Image 41. Special Skills (hardskills) that Stand Out from Graduates of the FT USU
5. Knowing User Priorities for Graduates of the FT USU Architecture

Based on the survey results, respondents stated that 50% prioritize specific skills
in work. Therefore, the FT USU Architecture Undergraduate Study Program is
expected to prioritize specific skills in lectures.
31
Image 42. Knowing User Priorities for Graduates of the FT USU Architecture
Image 43. User Priorities for General Skills of Graduates of the USU Architecture
Image 44. User Priorities for the Special Skills of Graduates of the USU Architecture
6. Knowledge and Skills Needed by Users But Not Held by Graduates of the FT
USU Architecture Undergraduate Study Program
Based on the survey results, respondents stated that graduates of the FT USU
Architecture Undergraduate Study Program were lacking in communication
skills, public relations, and psychology. This can be made a concern by the FT
USU Architecture Undergraduate Study Program.
32
Image 45. Knowledge and Skills Needed by Users But Not Held by Graduates of the USU
7. Specific Skills that Graduates of the FT USU Architecture Undergraduate Study

Program Should Enhance
Based on the survey results, respondents stated that the FT USU Bachelor of
Architecture Study Program should focus on improving specific skills related to
the creative industry, research, and English language skills.
Image 46. Specific Skills that Graduates of the FT USU Architecture Undergraduate
Study Program Should Enhance
8. General Skills that should be Improved by Graduates of the FT USU

Based on the survey results, respondents stated that the FT USU Bachelor of
Architecture Study Program should focus on improving general skills related to
analytical ability, creativity, teamwork and the use of cutting-edge technology.
33
Image 47. General Skills that should be Improved by Graduates of the FT USU
1.2.5. Deepening of Survey and FGD Results

In general, the curriculum implemented in the Architecture Undergraduate Study
Program according to the survey results to students has met their expectations in the
context of competence as an Architect assistant. However, there are changes in the
needs of specific skills in this Industry 4.0 era, namely the increasing need for
entrepreneurship and the need for knowledge of the creative industry. Then there is also
an increase in general skill needs such as creativity and network development. In the
aspect of special skills, it is necessary to improve graphic design skills and foreign
language skills.
1.2.6. Presentation of Survey and FGD Results
a) Survey Results
1) Graduate Profile
Students' Most Desired Fields of Work that Most Field of Work /
Fields of Work Absorb Alumni Graduate User Sector
Architect (85,3%) Consultant (31,7%) Consultant (45%)
Interior Experts (26,9%) Private Contractor (9,5%) Education (27%)
Entrepreneur (26,9%) Architect (18%)
Contractor (20,5%) Developer (10%)
Graphic Designer (20,5%)
2) Learning Outcomes (LO) Knowledge
34
The most desired Knowledge from Alumni Relevant Fields of
field of study for college that Competency Work Based on
students after becomes alumni's Level According Alumni Competency
graduation strength at work to Graduate Levels According to
Users Graduate Users
Interior Designer Architectural Entrepreneurship Entrepreneurship
(49,4%) Design (66,7%) (35%) (36%)
Ilmu Konstruksi Interior (46%) Applied Science of the
(42,3%) Construction Creative Industry
(30%) (27%)
Ilmu 3D Project Mother Interior (20%) Science of Tourism
Visualisasi (38,1%) (20%)
(39,7%)
Ilmu Tata Kota Building Research Method Research Method
(27,6%) Technology (15%) (15%)
(30,2%)
3) Learning Outcome (LO) General Skills

Common Skills Students General skills that General Skills that are the
Most Want to Learn help alumni the most Excellence of Alumni
when working According to Graduate
Users
Creativity (78,2%) Teamwork (79,4%) Analytical and Critical
Thinking Skills (40%)
Analytical and Critical Analytical and Critical Information and Data
Thinking Skills (64,1%) Thinking Skills Management (30%)
(65,1%)
Teamwork (42,3%) Creativity (63,5%) Teamwork (25%)
Management (32,1%) Ability to Problem Solving (5%)
conceptualize (63,5%)
4) Learning Outcomes (LO) Specific Skills

Special Skills Students Specialized skills that Special Skills that are the
Most Want to Master help alumni the most Excellence of Alumni
upon Graduation when working according to Graduate
Users
3D Visualization Calculating the Draft English Proficency (27%)
Proficiency(66,7%) Cost Budget (57,1%)
Graphic Design Architectural Graphic Creative Industry (25%)
Proficiency(58,3%) Presentation Techniques
(55,6%)
Communication and Interior Layout Designer Research (25%)
Presentation Proficiency (46%)
(57,1%)
Foreign Language Project Supervisor (46%) Others (23%)
Proficency (42,3%)
35
5) Knowledge/Skills Needed by Students but Not Offered by Study Programs
and Course Issues
Knowledge and Skills College Problems Faced by Students
Computer and 3D Visualization Quality of Facilities and Infrastructure of the
(60%) FT USU Architecture Undergraduate Study
Program (80,8%)
Handyman Application (45,8%) Time Management (54,5%)
Material Experiment (45,8%) Lecturer Learning Method (47,4%)
6) Knowledge/Skills Needed in the World of Work but Not Offered by the Study
Program.
Knowledge General Skills
Fields Work (FW) (64,5%) Communication with Various Groups (63,3%)
Artificial Intelligent (AI) (45,2%) English Language (59,2%)
Advanced Building Information Responsibility/Commitment to Complete Tasks
Modeling (45,2%) (38,8%)
Building Technology (41,9%) Collaboration (36,7%)
7) Alumni Knowledge/Skills that Need to be Improved According to Graduate

Users
Knowlegde General Skills Specific Skills
Entrepreneurship (36%) Creativity (37%) 3D Visualization
Proficiency (35%)
Science of Creative Network Development Architectural Graphic
Industry(27%) (30%) Presentation Techniques
(30%)
Applicative Construction Analytical and Critical Foreign Language
Science (15%) Thinking Skills (17%) Proficiency (20%)
Interior (12%) Use of cutting-edge
technology (16%)
Research Method (10%)
b) FGD Results
1) FGD with Alumni
Based on the results of the FGD between the FT USU Architecture
Undergraduate Study Program and alumni, several conclusions were obtained,
namely as follows:
1. The key to improving the quality of USU Architecture graduates lies in
operationalizing the vision, mission, goals, and strategies of the USU
Architecture Undergraduate Program.
2. The undergraduate studio program should place more emphasis on more
realistic building projects, which also educate on essential aspects of
architecture, such as materials, mechanical and electrical building.
3. Integrated Contextual Studio to get closer to real problems.
4. The PA S-1 to PPArs Studio sequence should be a series of 5-year
Studio Programs.
36
5. An exclusive architecture education atmosphere should be built.
6. Starting from PA 5, the lecture process should be guided by architecture
lecturers and professional architects.
7. Practical skills of architecture students should start from Basic Studio.
8. It is necessary to increase research that explores more deeply the
problems of this complex built environment so that it is expected to
contribute to improving student competence.
9. The target competency of architecture graduates is to produce qualified
human resources in the world of architecture, both in the field of
practitioners and other fields related to the field of architectural science.
These architecture graduates are expected to be able to compete, make
DEDs, be able to work as interns, and be able to pass the STRA exam.
2) FGD with Stakeholder

Based on the results of the FGD between the FT USU Architecture
Undergraduate Study Program and the Stakeholders, several conclusions were
obtained, as follows:
1. It is recommended that in the 3rd year students are already given a field
study (internship).
2. The curriculum has been strengthened with Digital Architecture.
3. Architects in the practitioner field: The main problem is the ability to
complete work on time.
4. The architecture curriculum should provide education on how to make
the design process (creative process) measurable and systematic.
5. Digitalization in architecture is very important. Because in the real world
of work, not necessarily all clients understand architecture, so it is
required to be able to work quickly and produce beautiful designs to
convince clients, namely digitally.
6. The target of architecture graduates is to be able to complete the project
they are working on, from conceptualizing, designing, to calculating the
budget (all in).
7. More and more new jobs can be filled by professional architects.
8. Data on architects needs to be updated with other references, such as the
Architect Law, Medan City Regional Regulation on Building, Ministerial
Decree on Building, and so on.
9. How to create a design concept needs to be improved in the architecture
curriculum. This is due to its essential nature, such as when managing
PBG, architects are required to create a design concept of the project to
be built.
10. There are basic skills in architecture that need to be improved, such as the
ability to distinguish between architectural drawings and technical
drawings. Many architects are not able to complete technical drawings.
11. Structural and construction knowledge needs to be better mastered by
architecture students.
12. The ability to communicate architecturally, using standardized
architectural language, needs to be improved.
37
13. Students need to understand the whole drawing comprehensively, for
example when the plan drawing is changed, students must realize that
other plan drawings also need to adjust to the changes.
14. If PPAr is to replace practical courses (internships), then PPAr courses
should be full-time.
15. Students need to be introduced to the world of architectural practice as
early as possible.
16. When entering the workforce, architecture graduates are expected to at
least hold the position of assistant architect.
17. The fear is when architecture graduates become 3D artists instead of
architects.
18. The current problem is that students' knowledge to develop designs into
DED drawings is still very far from what is expected.
19. From the beginning of the Studio course, students should be equipped
with regulations related to architectural work, including regulations on
green building, RTRW, and so on.
20. Studio classes should be a simulation of Studio at the Consultant,
including in terms of attitude and team work.
21. Studio classes should also include other important aspects besides design,
such as utilities.
22. Target: the achievement of architecture graduates who are competent to
become assistant architects.
23. Students need to be taught the consequences of the design they choose;
how to build the design.
24. The Merdeka Campus program should not include Studio classes so that
students do not miss learning in the Studio class.
25. A supportive curriculum is needed to increase student competence related
to artist's impression because it can be a new potential in the world of
work.
26. In the developer world, architects play many roles, such as Marketing
Manager, Engineering Manager, and even become General Manager.
27. In the curriculum, it is necessary to provide courses / majors related to
preservation and restoration in architecture, outside the architectural
design and research majors.
28. There is already certification in preservation and restoration.
29. Soft skills required by architecture graduates are independence,
perseverance, commitment, and communication.
30. The current problem is that the standard of drawings of architecture
graduates is still far from what is expected.
31. Insight into the value of buildings is important to be added to the
curriculum, for example related to the economic cost of a building, RAB,
and so on.
32. Building regulations need to be strengthened in the curriculum.
33. Criticism of architects' work from the campus needs to be publicized.
34. The target of the architecture curriculum is to produce products that
project into the future.
35. Critical thinking is the fundamental thing that needs to be taught in the
curriculum; problem solving; starting from a contextual issue.
38
36. Vernacular Architecture should be made a compulsory course because it
is key in enhancing USU's architectural identity that distinguishes it from
other universities.
37. Prioritize Digital Thinking and Digital Logic, not digital skills.
38. Need to improve students' competence in coordinating and collaborating,
such as collaborating with other universities/faculties/departments.
39. Need to improve lessons related to regulations / laws and regulations.
40. It is recommended that students need to directly survey and feel/observe
more deeply in existing buildings in accordance with the project being
studied in the Studio class, namely by conducting excursion studies, such
as to hotels, multi-purpose buildings, and so on.
41. Critical Thinking needs to be complemented with a Sense of Place.
42. The profession of architect is very rare in the countryside, because all
gathers in the city. Whereas villages need the role of an architect.
43. Study excursions to villages need to be increased - giving pride to the
people in the village.
44. Architecture is not only about form, but also about its impact/contribution
to society.
45. The target of the architecture curriculum is to achieve international
accreditation.
46. Some international programs are World Class University and Summer
Course.
47. The target of S1 graduates is to produce assistant architects, and PPAr
graduates are to produce professional architects.
1.3. Formulation of Changes

Based on the results of the survey and FGDs, several formulations of changes can
be made, including the following:
1. Develop Graduate Profiles and Graduate Learning Outcomes (ILOs) in accordance
with the needs of graduate users/stakeholders and meet international accreditation
standards.
2. Adjusting the curriculum to achieve OBE (Outcome Based Education) curriculum
oriented to MBKM and international accreditation standards.
3. Improve the quality of learning to improve the quality of graduates who have high
competence and competitiveness and good income.
4. Increase the number of elective courses in accordance with the needs of graduates
in the world of work.
5. Increase the role of teachers and student participation in the MBKM program.
Table of Formulated Changes Based on Achievement of International Accreditation

Standards in Curriculum Implementation
PREVIOUS COMBINED NEW CURRICULUM

CURRICULUM SURVEY RESULTS
AND
INTERNATIONAL
ACCREDITATION
REVIEW
Has referred to the Focus on achieving Strengthen the content and
39
PREVIOUS COMBINED NEW CURRICULUM
CURRICULUM SURVEY RESULTS
AND
INTERNATIONAL
ACCREDITATION
REVIEW
competency standards of the professional methods of design studios
United International competence with and other supporting courses
Architect (UIA) and the sustainable that focus on achieving
Indonesian Architect architecture as a key professional competencies
Association (IAI). capability with sustainable architecture
as a key capability.
Still not dominantly The importance of Strengthen the vision of
focusing on exploring the honing competencies local wisdom by including
potential and deepening that demonstrate the courses that focus on
local community problems social responsibility of competencies that
in terms of structuring the architects in solving demonstrate the social
built environment community problems responsibility of architects in
through the design of solving community
the built environment. problems through the design
of the built environment.
It is still not optimal to bring Mastery of digital Include additional courses
students closer to the technology in the that strengthen the mastery
practice of real design. process and of digital technology in the
integration of design process and integration of
practice, design practice.
Still not optimally The importance of Implement real design
strengthening digital communication soft project methods in studios
thinking and digital logic skills with various that connect directly with
groups stakeholders, incorporate
practical work courses,
integrate this aspect in the
MBKM.
1.4. Foundations of Curriculum Design and Development
1.4.1 Philosopical Foundations

The philosophical foundation provides philosophical guidance at the stage of
designing, implementing, and improving the quality of education on how knowledge is
studied and learned so that students understand the nature of life and have the ability to
improve their quality of life both individually, and in society. Regarding the
implementation of the philosophical foundation in curriculum design, the Undergraduate
Architecture Study Program has taken several steps including:
1. Conducting an agenda on curriculum change referring to the International
Accreditation KAAB/Canberra Accord during the working meeting of the Bachelor
of Architecture Study Program.
2. Studying various new curriculum concepts with the implementation of MBKM
(Freedom of Learning Independent Campus).
3. Engaging in discussions with educational institutions that have achieved
international accreditation KAAB - Canberra Accord to strengthen the
philosophical foundation in the curriculum design phase with international
accreditation standards.
4. Implementing mapping of the initial curriculum design by accommodating MBKM
and international competency standards.
40
1.4.2 Sociological Foundations
The overview of sociological foundation stages in curriculum design carried out
by the Architecture Bachelor's Program at USU includes:
1. Integrating the content and methods of courses oriented towards achieving the
competency criteria of the international accreditation KAAB-Canberra
Accord.
2. Modifying the content and methods of courses to enable the involvement of
construction institutions/industries and professionals as part of the MBKM
implementation within the corridor of internationally accredited competency
standards.
3. Increasing elective courses to accommodate various student interests with a
focus on cultural agility aligned with the competency standards of the
international accreditation KAAB-Canberra Accord.
4. Establishing courses within the context of OBE-MBKM-international
accreditation with modifications to RPS (Rencana Pembelajaran Semester) and
SAP (Sistem Penjaminan Mutu) aligned with OBE-MBKM-international
accreditation. This is done so that the Bachelor's Program in Architecture can
master at least three competencies expected from this sociological foundation
(cultural minimization, cultural adaptation, and cultural integration).
These are expected to release students from the confines of the walls separating
knowledge and the rigid cultural educational framework (capsulation).
1.4.3 Psychological Foundation

Providing a foundation for curriculum development, so that the curriculum can
continuously stimulate students' curiosity and motivate lifelong learning; a curriculum
that can facilitate student learning so that they can realize their role and function in their
environment; a curriculum that can lead students to think critically and engage in
higher-order thinking and reasoning.
As for the steps taken by the Bachelor's Program in Architecture to strengthen

the psychological foundation, they include:
1. Engaging in discussions with the team of lecturers from the Bachelor's
Program in Architecture to develop a more flexible OBE-MBKM-international
accreditation curriculum that facilitates continuous development of students'
curiosity and fosters strong motivation for lifelong learning.
2. Conducting surveys on curriculum development involving students, alumni,
and graduate users.
3. Developing the curriculum of the Bachelor's Program in Architecture through
intensive communication and guidance with the LinkUp USU team.
1.4.4 Historical Foundation

The curriculum that can facilitate student learning according to its time; a
curriculum that can inherit cultural values and transform them in an era when they are
learning; a curriculum that can prepare students to live better in the 21st century, play an
active role in the era of Industry 4.0, and be responsive to social changes.
As for the steps taken by the Bachelor's Program in Architecture to strengthen

the historical foundation, they include:
1. Facilitating students with up-to-date knowledge.
2. Expanding the application of information technology and big data
advancements.
41
3. Modifying core architecture courses to enable students to be more sensitive in
capturing and responding to the needs and changes in society.
4. Expanding courses to allow for increased multi-disciplinary interfaces,
encompassing art, technology, culture, and the humanities.
5. Enhancing students' soft skills, which will be the main target for producing
quality graduates, possessing BINTANG qualities capable of transformation
according to societal needs and competencies.
1.4.5 Yurisdical Foundation

Legal foundations are necessary as a basis or reference in the stages of
curriculum design, development, implementation, and evaluation, as well as in the
quality assurance system of higher education institutions that will ensure the
implementation of the curriculum and the achievement of curriculum goals. Here are
some legal foundations that need to be referred to in the preparation and implementation
of the curriculum:
The legal foundations that need to be referred to in the preparation and implementation
of the curriculum include:
1. Law of the Republic of Indonesia Number 14 Year 2005 concerning Teachers

and Lecturers (State Gazette of the Republic of Indonesia Year 2005 Number
157, Supplement to State Gazette of the Republic of Indonesia Number 4586).
2. Law of the Republic of Indonesia Number 12 Year 2012 concerning Higher
Education (State Gazette of the Republic of Indonesia Year 2012 Number 158,
Supplement to State Gazette of the Republic of Indonesia Number 5336).
3. Presidential Regulation of the Republic of Indonesia Number 8 Year 2012
concerning the Indonesian National Qualifications Framework (KKNI).
4. Minister of Education and Culture Regulation of the Republic of Indonesia
Number 73 Year 2013 concerning the Implementation of KKNI in the Field of
Higher Education.
5. Minister of Research, Technology, and Higher Education Regulation of the
Republic of Indonesia Number 62 Year 2016 concerning the Quality Assurance
System of Higher Education.
6. Minister of Research, Technology, and Higher Education Regulation of the
Republic of Indonesia Number 59 Year 2018 concerning Diplomas, Competency
Certificates, Professional Certificates, Degrees, and Procedures for Writing
Degrees in Higher Education.
7. Minister of Education and Culture Regulation No. 3 of 2020 concerning National
Standards for Higher Education.
8. Minister of Education and Culture Regulation No. 5 of 2020 concerning
Accreditation of Study Programs and Higher Education Institutions.
9. Minister of Education and Culture Regulation No. 7 of 2020 concerning the
Establishment, Amendment, Dissolution of State Higher Education Institutions,
and Establishment, Amendment, Revocation of Licenses of Private Higher
Education Institutions.
10. Minister of Education and Culture Regulation No. 22 of 2020 concerning the
Strategic Plan of the Ministry of Education and Culture.
11. Minister of State Apparatus Empowerment and Bureaucratic Reform Regulation
Number PER/9/M.PAN/5/2007 concerning General Guidelines for Determining
Main Performance Indicators in Government Agencies.
12. Minister of State Apparatus Empowerment and Bureaucratic Reform Regulation
Number 53 Year 2014 concerning Technical Guidelines for Performance
Agreement, Performance Reporting, and Procedures for Reviewing the
Performance Report of Government Agencies (State Gazette of the Republic of
Indonesia Year 2014 Number 1842).
42
13. Ministry of Education and Culture Regulation Number 9 of 2016 concerning
Performance Accountability System within the Ministry of Education and
Culture Environment (State Gazette of the Republic of Indonesia Year 2016
Number 426).
the Organization and Work Procedures of the Ministry of Education and Culture
(State Gazette of the Republic of Indonesia Year 2019 Number 1673) as
amended by Ministry of Education and Culture Regulation Number 9 of 2020
concerning Amendments to Ministry of Education and Culture Regulation
Number 45 of 2019 concerning the Organization and Work Procedures of the
Ministry of Education and Culture (State Gazette of the Republic of Indonesia
Year 2020 Number 124).
the Strategic Plan of the Ministry of Education and Culture for the Years 2020-
2024 (State Gazette of the Republic of Indonesia Year 2020 Number 555).
16. USU Board of Trustees Regulation Number 17 of 2016 concerning USU General
Policies for the Period of 2016-2021.
17. Sumatera Utara University Board of Trustees Regulation Number 02 of 2019
concerning the First Amendment to Sumatera Utara University Board of
Trustees Regulation Number 16 of 2016 concerning the Organization and
Governance of Sumatera Utara University.
18. Sumatera Utara University Board of Trustees Regulation Number 01 of 2020
concerning the Second Amendment to Sumatera Utara University Board of
Trustees Regulation Number 16 of 2016 concerning the Organization and
Governance of Sumatera Utara University.
19. Minister of Research, Technology, and Higher Education Decree Number 123 of
2019 concerning Internships and Recognition of Industrial Semester Credit Units
for Bachelor's and Applied Bachelor's Programs.
20. USU Board of Trustees Decision Number 1/SK/MWA/I/2020 concerning
Sumatera Utara University Strategic Plan 2020-2024.
21. Sumatera Utara University Rector Regulation Number 10 of 2021 concerning
Academic Regulations for Bachelor's, Master's, and Doctoral Programs at
Sumatera Utara University.
Curriculum Implementation with Independent Learning Campus at Sumatera
Utara University.
23. Sumatera Utara University Rector Decree Number
2742/UN5.1.R/SK/KRK/2021 concerning the Codification of Courses and the
List of Free-Form (MBKM) Courses and Other Student Activities within
Independent Learning Campus at Sumatera Utara University.
24. Sumatera Utara University Rector Decree Number 2326/UN5.1.R/SK/SPB/2022
concerning the Guidelines for the Implementation of Research for Completion of
Studies at Sumatera Utara University.
25. Sumatera Utara University Rector Decree Number 2329/UN5.1.R/SK/SPB/2022
concerning the Guidelines for the Implementation of Independent Learning
Program at Sumatera Utara University.
26. Guidebook for Independent Learning-Campus Merdeka by the Directorate
General of Higher Education, Ministry of Education and Culture, 2020.
27. Guidebook for KPT Preparation in the Era of Industry 4.0 to Support
Independent Learning-Campus Merdeka, Directorate General of Higher
Education, Ministry of Education and Culture, 2020.
28. Guidebook for OBE-MBKM Curriculum Deconstruction and Preparation at
USU 2021.
29. Module for Independent Learning-Campus Merdeka (MBKM) Guidance at
43
Academic Regulations for Bachelor's, Master's, and Doctoral Programs at
44
CHAPTER 2
VISION, MISSION, OBJECTIVES, STRATEGIES, AND UNIVERSITY VALUE
FORMULATION
2.1. Vision, Mission, Goals, and University Strategy
2.1.1 Vision of Universitas Sumatera Utara

"To become a university that excels academically as a benchmark of scientific
progress capable of competing on a global scale."
2.1.2 Mission of Universitas Sumatera Utara

1. To provide higher education based on autonomy that serves as a platform for the
development of character and professionalism of human resources, grounded in
empowerment imbued with the spirit of educational democratization that
recognizes diversity, with an educational orientation emphasizing the exploration
of alternative solutions to current issues based on scientific, moral, and
conscientious studies;
2. To produce graduates who become agents of change as forces of modernization
in wider society, possessing strong scholarly competence, relevance, and
competitiveness, as well as demonstrating ethical leadership behavior;
3. To implement, develop, and enhance education, research culture, and community
service programs aimed at improving academic quality by advancing superior
knowledge beneficial for fostering positive societal change.
2.1.3 Goals of Universitas Sumatera Utara

1. Producing high-quality graduates capable of advancing knowledge in science,
technology, humanities, and the arts, grounded in morals and religion, and able
to compete at national and international levels;
2. Generating innovative research that drives the development of science,
technology, humanities, and the arts on both national and international scales;
3. Providing community service based on reasoning and beneficial research
endeavors aimed at advancing public welfare, enriching the nation's intellectual
life, and empowering communities innovatively to independently and
sustainably address societal challenges;
4. Realizing adaptive, creative, and proactive independence in response to societal
demands and development challenges, both nationally and internationally;
5. Enhancing the quality of learning management continuously to achieve
excellence in national and international competition and collaboration;
6. Being a moral and intellectual force in building Indonesia's civil society;
7. Developing students' potential to become individuals who are faithful and
devoted to the Almighty, morally upright, knowledgeable, skilled, creative,
independent, competent, and cultured for the nation's benefit.
2.1.4 University Strategy

1. Strengthening vision and commitment;
2. Restructuring and enhancing institutional governance;
3. Enhancing innovation and creativity;
45
4. Developing internationally renowned learning;
5. Consistently prioritizing academic excellence of TALENTA;
6. Optimizing and perfecting integrated information systems;
7. Improving the quantity and quality of facilities and infrastructure;
8. Creating a conducive academic atmosphere;
9. Increasing awareness of societal challenges;
10. Enhancing the quality of human resources.
2.2. Vision, Mission, Goals dan Engineering Faculty Strategy
2.2.1 Vision of Engineering Faculty

"To become a prestigious and reputable Faculty of Engineering that excels
academically as a benchmark of scientific and technological progress and is capable of
competing globally."
2.2.2 Mission of Engineering Faculty

1. To conduct engineering education that produces dignified, innovative, integrity-
driven, resilient, and astute graduates capable of competing internationally.
2. To develop innovative and dynamic research that addresses challenges in the era of
the Fourth Industrial Revolution.
3. To provide expertise services to the community that are beneficial for fostering a
better quality of life.
4. To organize and develop digital-based education.
5. To establish and cultivate partnerships with other institutions, both nationally and
internationally, in the fields of academia, research, and community service.
2.2.3 Goals of Engineering Faculty

1. Producing quality, dignified, and resilient graduates in the digital era based on
morals and religion, capable of developing science and technology that can compete
globally.
2. Generating innovative research in engineering fields that support USU's academic
excellence globally.
3. Providing community service through technology transfer and innovative
community empowerment to enable communities to independently and sustainably
address issues.
4. Creating a conducive academic atmosphere for the development of character
grounded in piety, innovation with integrity, resilience, and wisdom.
5. Creating an environmentally conscious academic atmosphere through the
implementation of eco-friendly culture in the digital era.
6. Establishing national and international networks in academia, research, and
community service.
2.2.4 Strategy of Engineering Faculty

Strategies are elements detailing how the FT USU will achieve the goals inherent
in the FT USU 2020-2024 Design. Based on situational analysis and the FT USU 2020-
2024 Design, ten strategies have been established, comprising:
1. Strengthening vision and commitment;
2. Restructuring and building institutional governance;
46
3. Enhancing innovation and creativity;
4. Developing excellent international-standard learning;
5. Consistently prioritizing TALENTA academic excellence;
6. Optimizing and refining integrated information systems;
7. Improving the quantity and quality of facilities and infrastructure;
8. Creating a conducive academic atmosphere;
9. Enhancing awareness of societal issues;
10. Improving the quality of human resources.
2.3. Vision, Mission, Goals and Architecture Undergraduate Study Program

Strategy
Formulating the vision, mission, objectives, and strategies undertaken by the
Architecture Bachelor's Program at the Faculty of Engineering, USU is naturally based
on the vision and mission established by USU within the framework of TALENTA and
BINTANG concepts. In efforts to realize USU's vision at the international level while
maintaining local excellence, the Architecture Bachelor's Program at USU has
undertaken internalization efforts and actualization of university values within its
Strategic Plan (Renstra) and Key Performance Indicators (IKU) as the basis for its
operations.
2.3.1 Vision of Architecture Undergraduate Study Program

The vision of the Architecture Bachelor's Program at USU is "To become an
internationally standardized architectural education institution with local
excellence characteristics that accurately respond to environmental and
community needs." It is evident that the internalization of the university's vision is
embedded within the vision of the Architecture Bachelor's Program at USU, which aims
to realize an institution of international standard while not neglecting the characteristics
of local excellence as a potential element for the institution.
2.3.2 Mission of Architecture Undergraduate Study Program

In line with achieving USU's overarching vision and the series of missions
outlined above, the Bachelor of Architecture Program has the following missions:
1. To organize an Architectural Education Institution characterized by local
knowledge with the BINTANG (Bertakwa kepada Tuhan Yang Maha Esa;
Innovative with integrity; and Resilient and Wise) values.
2. To enhance an innovative educational atmosphere to create world-class learning
processes.
3. To conduct architecture research based on local wisdom that is integrated and
synergistic with learning activities.
4. To organize community service activities that are integrated and synergistic with
learning activities.
5. To establish collaborations with government, other programs, industries,
businesses, NGOs, professional organizations, and related institutions, in the
fields of education, research, and community service at national and international
levels.
6. To manage the learning and administrative systems of architectural education
institutions based on world-class systems and information technology.
47
2.3.3 Goals of Architecture Undergraduate Study Program
The objectives of the Architecture Undergraduate Program at USU are in line
with the formulated vision and mission, namely:
1. Realizing an internationally standardized learning process characterized by
BINTANG.
2. Creating a conducive atmosphere within the Architecture education institution to
enhance the quality of the learning process capable of developing analytical thinking
skills.
3. Producing innovative and superior applied research products as a benchmark for the
advancement of architectural science globally.
4. Establishing a research culture beneficial to society based on the TALENTA research
roadmap (Tropical Science and Medicine, Agroindustry, Local Wisdom, Energy
(Sustainable), Natural Resources (biodiversity, forest, marine, mine, tourism),
Technology (appropriate), and Arts/ethnic).
5. Creating teaching materials based on research products through a world-class
standardized learning process.
6. Conducting research collaborations nationally and internationally that can be
followed up with the acquisition of Intellectual Property Rights (IPR) on a global scale.
7. Implementing management of the learning system and administration of the
Architecture Education institution based on integrated and world-class information
technology.
2.3.4 Strategy of Architecture Undergraduate Study Program

To achieve the vision, mission, and objectives of the Architecture Engineering
Bachelor's Program at USU, and in support of the broader vision and mission of USU,
several strategies are implemented by the Program, including:
1. Building a strong commitment to realize Architecture Education of international
standards with local excellence characteristics.
2. Establishing a system of institutional governance in Architecture Education that
produces quality Architecture graduates ready to compete globally.
3. Conducting research and collaborative writing nationally and internationally in
Education institutions, followed by the acquisition of Intellectual Property
Rights (IPR).
4. Implementing a learning system based on connectivity, flexibility, interaction,
collaboration, and world-class development opportunities rooted in local
excellence.
5. Creating internationally excellent Architecture Education academically based on
TALENTA (Tropical Science and Medicine, Agroindustry, Local Wisdom,
Energy (Sustainable), Natural Resources (biodiversity, forest, marine, mine,
tourism), Technology (appropriate), and Arts / ethnic).
6. Organizing the management of learning systems and administrative institutions
for Architecture Education based on increasingly better and integrated IT.
7. Creating a safe, comfortable, and healthy architectural education building
environment as an academic home.
8. Internalizing the BINTANG character throughout the academic community and
educational personnel in the Architecture Bachelor Program at USU.
9. Creating an academic community and educational personnel with competitive
competitiveness in the global market.
2.4. University Value

In the field of knowledge, USU as a large institution that accommodates the
Bachelor's Program in Architecture as an architectural education institution has
conceptualized the TALENTA framework (Tropical Science and Medicine,
Agroindustry, Local Wisdom, Energy (Sustainable), Natural Resources (biodiversity,
48
forest, marine, mine, tourism), Technology (appropriate), and Arts / ethnic) focused on
the aspect of Local Wisdom. This serves as a reference for the Program in designing its
learning system to explore the potentials of North Sumatra region to be developed in
line with the advancements in global science and technology. Below is the elaboration
of the TALENTA concept in the learning system of the Architecture Program at USU.
1. Tropical Science and Medicine

The Architecture Program develops fields of design, building structures, and
technologies that respond to the wet tropical climate. Therefore, in its application,
principles of Tropical Architecture are applied to respond well to climatic conditions,
which enrich the uniqueness of buildings and the environment.
2. Agroindustry
As an institution located in an area with agricultural production and industrial crops,
the Architecture Program elaborates the role of architectural science by adopting a
design approach that is respectful, responsive, and adaptive to the spatial
characteristics and potential of agricultural areas.
3. Local Wisdom
Local wisdom from the culture of North Sumatra, traditional building practices,
values, technologies, and creativity are integrated into courses, research, and
community service to produce graduates who are knowledgeable and wise in local
characteristics (traditional and vernacular architecture), yet with mastery of
knowledge and international-class insights.
4. Energy (sustainable)
The concept of sustainability in architecture and its application involve integrating
holistic concepts in the process and realization of architectural design, being sensitive
and respectful to environmental potential, resulting in built environments that
conserve energy, water, and resources; selecting materials with a priority on local
materials with environmentally friendly life cycles; mastering green design and
technology and prioritizing renewable alternative energy sources according to local
potential for building operations.
5. Natural Resources (biodiversity, forest, marine, mine, tourism)

In relation to the concept of sustainability, the concept of natural resources is applied
in the field of architecture by carefully considering and analyzing natural resources in
the process and realization of design, utilizing and exploring local materials that are
adaptive to traditional building practices, employing and modifying renewable
sources, and creating architecture that respects and does not damage the natural
environment in all types of landscapes: urban, forest, agricultural, plantation,
wetlands, water bodies, and coastal areas.
6. Technology (appropriate)
Enhancement of exploration, excavation, utilization, and development of quality
local construction technologies and building traditions within the framework of
preservation and sustainability is integrated into the content of courses, learning
practices, research, and community service.
7. Arts (ethnic)
Integrating art in general and the distinctive architecture of the archipelago,
especially the richness of North Sumatra's cultural art, into the content of courses,
learning practices, research, and community service.
49
USU as the parent institution has also established a set of core values conceived to
be built and cultivated within the institution, known by the acronym BINTANG, which
stands for Bertakwa kepada Tuhan Yang Maha Esa (God-fearing), Inovatif (Innovative),
and Tangguh (Resilient).
The core values of BINTANG serve as behavioral guidelines for all academic
communities and educational staff in the Architecture Program at USU, with the
following elaboration:
1. God-fearing within the Framework of Diversity.
The academic community of the Bachelor of Architecture Program at FT USU
believes in Almighty God, follows religious commandments, behaves morally,
accepts and respects religious differences, interacts and fulfills duties with honesty,
responsibility, respect, fairness, mutual assistance, and support to achieve common
good.
2. Innovative with Integrity.

The academic community of the Bachelor of Architecture Program at FT USU strives
earnestly to create the best and innovative outputs in learning activities, student
achievements and creativity, research, and community service, within the framework
of honesty and academic responsibility.
3. Resilient and Wise

The academic community of the Bachelor of Architecture Program at FT USU strives
earnestly, never gives up, perseveres, stays focused, competitive, and has a lifelong
learning spirit in pursuing their aspirations while maintaining wisdom. The Bachelor
of Architecture Program at FT USU implements balanced policies for all members of
the academic community. Architecture students are educated to work independently,
with quality and measurability, adhere to academic regulations, achieve learning
targets with the highest quality, while also developing personal capacities with
various soft skills.
50
CHAPTER 3
PROFILE AND GRADUATE LEARNING OUTCOMES
3.1. Graduate Profile

The curriculum team for the preparation of international accreditation for the
Bachelor of Architecture Program at USU has conducted surveys among students,
graduates, and users of graduates, as well as discussions with government agencies,
professional organizations, and the business/construction service sector. Additionally,
benchmarking and sharing sessions within the scope of international accreditation
standards such as KAAB-Canberra Accord have been conducted. The analysis results of
these aspects essentially aim to produce graduates who are ready to enter the workforce
and possess competencies not only in design practice but also in identifying, analyzing,
and formulating solutions to various built environment issues at various regional scales
and cultural diversity. Based on these objectives, the graduate profile for the Bachelor of
Architecture Program at USU is formulated as follows:
1) The ability to design high-quality buildings and built environments that effectively
and proportionally respond to social, cultural, technological, and artistic aspects.
2) The ability to design buildings and built environments with a good understanding of
the potential of local wisdom combined with internationally standardized
knowledge and technology.
3) The ability to formulate solutions and communicate ideas for the preservation,
arrangement, and enhancement of the quality of the built environment to various
stakeholders using various graphic, audiovisual, and verbal media.
4) Entrepreneurial skills and the ability to design products in creative industries,
especially in the fields of graphics and visuals.
The profiles mentioned are competencies targeted to achieve the initial stage
towards becoming a professional architect, a player in the construction and creative
industries, a policy maker, a researcher, and an advocate in the field of architecture and
the built environment.
Table 1. Formulation of Graduate Profile
No GP Code Graduate Profile Profession
1 PL01 The ability to design and manage the construction of The Assistant
high-quality buildings and built environments that Architectural
effectively and proportionally respond to social, Design Assistant
cultural, technological, and artistic aspects.
2 PL02 The ability to design and manage the construction of The Assistant
buildings and built environments with a good Architectural
understanding of the potential of local wisdom, Construction
coupled with internationally standardized knowledge Management
and technology. Assistant
3 PL03 The ability to formulate solutions and communicate Bureaucrat,
ideas for the preservation, arrangement, and NGO,
enhancement of the quality of built environments to Researcher,
various audiences using various graphic, Assistant
audiovisual, and verbal media. Lecturer
4 PL04 The ability to be entrepreneurial and design creative Entrepreneur in
industry products, particularly in the fields of the Creative
graphics and visual arts. Industry
3.2. Intended Learning Outcomes (ILO)

Based on the formulated Graduate Profile above, the Learning Outcomes of the
Bachelor of Architecture Program at USU are as follows:
51
1. Ability to engage in entrepreneurship and design creative industry products while
upholding humanitarian values in carrying out tasks based on religious, moral, and
ethical principles.
2. Critical and theoretical thinking about the history, theory, art, and technology in
architecture.
3. Ability to solve problems and apply knowledge in urban planning, urban design, and
settlements.
4. Understanding the relationship between architecture and society in behavioral, social,
cultural, economic, and political aspects.
5. Understanding the principles of sustainable architecture.
6. Ability to communicate architectural design ideas manually and digitally in 2D and
3D forms.
7. Ability to identify and analyze various issues in building and environmental design.
8. Ability to design buildings and environments comprehensively, integrated, and
adaptively considering social, environmental, and sense of place contexts.
9. Ability to design buildings considering safety and accessibility aspects.
10. Ability to apply and evaluate principles of structure, construction, materials, and
building system control in architectural design.
11. Mastery of professional ethics according to the Code of Ethics of the Indonesian
Architects Association.
Table 2. Formulation of National Standard-Higher Education

Code ILO Description Category Source
SNDIKTI
ATTITUDE
ILO01 ILO-A01 Uphold human values in carrying Compulso SN-Dikti

out tasks based on religion, ry
morality, and ethics
GENERAL SKILL
ILO02 ILO-GS01 Able to apply logical, critical, Compulso SN-Dikti

systematic, and innovative thinking ry
in the context of the development
or implementation of science and
technology, taking into account and
applying humanistic values
appropriate to their field of
expertise
ILO03 ILO-GS02 Able to demonstrate independent, Compulso SN-Dikti

high-quality, and measurable ry
performance
ILO04 ILO-GS03 Able to assess the implications of Compulso SN-Dikti

developing or implementing ry
science and technology while
considering and applying
humanitarian values according to
their expertise, based on scientific
principles, procedures, and ethics to
produce solutions, ideas, designs, or
52
SNDIKTI
artistic criticism, compile a

scientific description of their
research in the form of a thesis or
final project report, and upload it to
the university's website.
ILO05 ILO-GS04 Compiling a scientific description Compulso SN-Dikti

of the above research findings in ry
the form of a thesis or final project
report, and uploading it to the
university's website.
ILO06 ILO-GS05 Able to make decisions accurately Compulso SN-Dikti

in the context of problem-solving ry
within their field of expertise, based
on the analysis of information and
data.
ILO07 ILO-GS06 Able to maintain and develop Compulso SN-Dikti

professional networks with ry
mentors, colleagues, and peers both
within and outside their institution.
ILO08 ILO-GS07 Able to take responsibility for the Compulso SN-Dikti

achievement of group work results ry
and to supervise and evaluate the
completion of tasks assigned to
subordinates under their
responsibility.
ILO09 ILO-GS08 Able to conduct self-evaluation Compulso SN-Dikti

processes for the work group under ry
their responsibility, and capable of
managing learning independently.
ILO10 ILO-GS09 Capable of documenting, storing, Compulso SN-Dikti

securing, and retrieving data to ry
ensure authenticity and prevent
plagiarism.
SPECIFIC SKILLS
ILO11 ILO-SS01 Able to design architectural works Compulso APTARI(Ind

independently and collaboratively ry onesian
that meet the standards and Association
requirements of construction, in of
line with the needs of users and Architecture
clients, providing real and Education),
contextual architectural solutions IAI(Indonesia
aimed at enhancing environmental n Institute of
quality. Architects),
Kemendikbud
53
SNDIKTI
(Ministry of
Education
and Culture)
ILO12 ILO-SS02 Able to compile building design Compulso APTARI,

documents in accordance with ry IAI,
construction implementation Kemendikbud
standards.
ILO13 ILO-SS03 Able to make design decisions Compulso APTARI,

based on architectural knowledge ry IAI,
and feasibility of construction. Kemendikbud
KNOWLEDGE
ILO14 ILO-K01 Mastering architectural concepts, Compulso APTARI,

architectural design, aesthetics, ry IAI,
structural systems, building Kemendikbud
utilities, site planning,
environmental adaptability,
building safety and security; as well
as social-cultural aspects and
building preservation.
ILO15 ILO-K02 Understanding project management Compulso APTARI,

principles, construction techniques ry IAI,
and processes, preparation of Kemendikbud
design documents, and building and
urban regulations.
ILO16 ILO-K03 Mastering various presentation Compulso APTARI,

techniques for architectural designs ry IAI,
and the technical principles of Kemendikbud
design development drawings.
*Categories: Compulsory/Non Compulsory
Source: SN-Dikti/Kriteria IABEE/ASIIN/FIBAA and other relevant resources
Table 3. Formulation of Study Program ILO
Kode Deskripsi ILO
ILO01 The ability to be entrepreneurial and design creative industry products while
upholding human values in performing tasks based on religion, morality, and
ethics.
ILO02 The ability to think critically and theoretically about the history, theory, art,
and technology in architecture.
ILO03 The ability to solve problems and apply knowledge in the field of urban
planning, urban design, and settlement design.
ILO04 The ability to understand the relationship between architecture and society in
terms of behavior, social, cultural, economic, and political aspects.
54
Kode Deskripsi ILO
ILO05 The ability to understand the principles of sustainable architecture.
ILO06 The ability to communicate architectural design ideas manually and digitally
in 2D and 3D formats.
ILO07 The ability to identify and analyze various issues in building and
environmental design.
ILO08 The ability to comprehensively, integratively, and adaptively design buildings

and environments while considering social, environmental, and sense of place
contexts.
ILO09 The ability to design buildings while considering safety and accessibility
aspects.
ILO10 The ability to apply and evaluate principles of structure, construction,

materials, and building system control in architectural design.
ILO11 The ability to master professional ethics according to the Code of Ethics for
Architects of the Indonesian Institute of Architects.
55

Draf Terjemahan Dokumen Kurikulum - KAAB - Departemen Arsitektur FT USU

Uploaded by

Copyright:

Available Formats

You might also like

Draf Terjemahan Dokumen Kurikulum - KAAB - Departemen Arsitektur FT USU

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Draf Terjemahan Dokumen Kurikulum - KAAB - Departemen Arsitektur FT USU

Uploaded by

Copyright:

Available Formats

CURRICULUM REVISION

ARCHITECTURE STUDY PROGRAM

UNIVERSITAS SUMATERA UTARA

Study Program : Architecture

Essentially, since the beginning, architecture education has integrated KKNI

(Dr. Wahyuni Zahrah, ST., MS)

STUDY PROGRAM IDENTITY

2.3.1 Vision of Architecture Undergraduate Study Program

1.1. Evaluation of Curriculum and Tracer Study

1.1.1. Background of Evaluation

An internationally accredited study program is one of the Main Performance Indicators

The Bachelor of Architecture Study Program at the Faculty of Engineering, University

1.1.2. Curriculum Evaluation

Adjustment of the Architecture Study Program Curriculum FT USU is carried out

1. Ongoing curriculum evaluation

1. Evaluation of the Ongoing Curriculum

Tabel 1. Evaluation of the Ongoing Curricullum

2. Internal USU’s FGD

2. KAAB Standards Review

Table 2 KAAB Requirements and Achievement Level of Undergraduate Architecture

Studio and other MKs Location and site are

Guest lecturers and guest Guest lecturer available Guest examiners

Online registration, Study Plan Card(KRS)

Quality assurance system Quality Assurance

Academic supervisor for Meetings 2 Guardian lecturer

student-faculty conditioning, it is hot

c. Gallery Not Available

In reviewing the KAAB curriculum, there is a reference in the form of 26 items of

Table 4. Student Performance Criteria (SPC) set by KAAB

Table 5. Current Curriculum for USU Architecture Design Studio

Table 6 Proposed Material Structure of USU Architecture Design Studio with

Table 7. USU Architecture Curriculum Structure based on SPC KAAB

In addition to conducting a Curriculum Workshop, the FT USU Architecture

3. Participated in Focus Group Discussion (FGD) on Curriculum Adjustment with

4. Conduct discussions within the Prodi curriculum development team to create

Image 6. FGD with USU Architecture Alumni Users

1.2.1. Implementation Steps of Tracer Study and FGD

1.2.2. Compilation of Survey Instruments and FGDs

Survey instruments for students :

Survey instruments for Alumni :

Survey instruments for Alumni Users :

1. Provide an assessment of the competence of graduates of the FT USU

1.2.3. Implementation of Survey and FGDs

April 2023 May 2023

1.2.4. Tabulation of Survey and FGD Results

1. Field of Work After Graduation

Image 7. Graduate Field of Work

2. Specific Skills Desired by Students

Image 8. Desired Specific Skills

Image 9. Knowledge Gained After Graduation

4. General skills acquired after graduation

Image 10. General Skills acquired after graduation

5. Knowledge and Skills Needed by Undergraduate Architecture Study Program Students

Image 12. College Problems faced by Students

Image 15. Mastery Level of Architectural History and Theory Course

Image 17. Mastery Level of Structure and Construction Principles Course

Image 19. Mastery Level of Utilities, Mechanical, and Electrical Courses

Image 22. Level of Ability to Apply Building Material Knowledge Material in