Curriculum development is a process carried out to respondto needs and overcome challenges that may arise in the future. Analysis of curriculumdevelopment is important to provide direction in curriculum design so that itis in line with community needs, applicable policies, and advances in scienceand technology. The development of the UNESA curriculum is guided by UNESA'svision, namely Based on the Republic of Indonesia Government Regulation Number37 of 2022 concerning State Universities, Legal Entities, Surabaya StateUniversity, UNESA's vision is to become a "tough, adaptive and innovativeeducational university based on entrepreneurship". To make it easier todescribe the aspects that are the basis for developing the UNESA curriculum, itcan be seen in Figure 1.2.1 below.
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Through aspects that serve as guidelines for curriculumdevelopment, UNESA accommodates learning needs that are in line with thedemands and needs of a future-oriented global era. Apart from these fiveaspects, there are also foundations that form the foundation for developing theUNESA curriculum. These foundations include philosophical foundations,sociological foundations, juridical foundations, historical foundations, andpsychological foundations. At the Faculty level, the curriculum is adjusted tothe conditions and characteristics of the study program. Each study program hasthe authority to carry out curriculum development. 21st-century skills encompass a blend of knowledge, competencies,expertise, and literacy essential for success in both professional environmentsand everyday life.
Curriculum development at UNESA is a dynamic process and influenced bycommunity needs as mentioned by the Guideline of UNESA Curriculum Development,Implementation, and Evaluation. Factors of community needs are including21-Century competencies, SDGs, Education 4.0, and Policy of IndependentLearning-Independent Campus (MBKM). MBKM is the program proposed by theMinister of Education and Culture aims to encourage students to master variousfields of knowledge to prepare them for entering the workforce. This alsoaligns with Ministerial Regulation No. 3 of 2020, which grants students theright to study outside their program for 1 semester and engage in activitiesoutside the university for 2 semesters. Study program must underlined thatgraduate profile focus on: (1) Learning and innovation skills, encompassingcritical thinking, problem-solving abilities, effective communication,collaborative aptitude, creativity, and innovation; (2) Digital literacyskills, which include proficiency in information literacy, media literacy, andinformation and communication technology (ICT) literacy; (3) Life skills andcareer skills, encompassing adaptability, initiative, self-direction, socialand cross-cultural competencies, productivity, accountability, leadership, andresponsibility; and (4) 21st-century themes, covering global awareness,financial literacy, economic literacy, business literacy, entrepreneurialskills, civic literacy, health literacy, and environmental literacy.
Enhancing the acquisition of 21st-century student skills can befacilitated through an innovative educational framework, which encompasses: 1)setting standards and conducting assessments, 2) designing curriculum andteaching methods, 3) fostering professional development, and 4) creatingconducive learning environments. To describe the development of UNESAcurriculum and its factors that influenced.
According to Government Regulation No. 37 of 2022 in Indonesia, UNESA isdesignated as a State University with legal status entrusted with theresponsibility of producing educational professionals and experts acrossvarious domains. The curriculum development at UNESA must align with theuniversity's vision and mission as a Legal Entity State University. UNESA's visionas a Legal Entity State University is to emerge as a resilient, adaptable, andinnovative educational institution grounded in entrepreneurial principles. Thisvision should be integrated into the formulation of study program curricula atUNESA. Furthermore, Presidential Regulation Number 8 of 2012 regarding theIndonesian National Qualifications Framework (KKNI), which is also stipulatedin SN-DIKTI, imposes requirements for graduates to possess specificqualifications. The IQF delineates the competencies and skills expected ofgraduates at each educational level from level 1 to level 9. Consequently, eachstudy program at UNESA must revise its curriculum in accordance with thesequalifications. During the curriculum restructuring process, each study programis tasked with defining a graduate profile that aligns with the prescribedlevel of competencies/skills outlined in the IQF. This entails incorporatinglearning experiences that enable graduates to effectively meet the demands ofthe workforce.
