STRUKTUR KURIKULUM
PS TIP IPB
Latar Belakang
• Kebijakan tentang Standar Nasional Pendidikan Tinggi (SN-DIKTI) yang diaturdalam Permenristekdikti Nomor 44 Tahun2015.
• Peraturan Menteri Riset Teknologi danPendidikan tinggi tentang NumenklaturProgram Studi
• Keputusan rektor tentang kewajiban KKN Tematik bagi mahasiswa TIN.
• PS Teknologi Industri Pertanian dengan gelar SarjanaTeknologi Pertanian (STP) PS Teknik Industri Pertaniandengan gelar Sarjana Teknik (ST)
• Standar Nasional Pendidikan Tinggi dan AkreditasiInternasional– Mempertajam CPL dan mempertahankan ciri khusus PS TIN
dalam Capaian Pembelajaran Lulusan
– Mempertajam muatan-muatan keteknikan industri pertanian
• Struktur Mata Kuliah– Menambahkan mata kuliah untuk memperkuat muatan
keteknikan
– MK KKN Tematik
– Mata kuliah pilihan
Kurikulum industri pertanian mempersiapkanlulusan dengan kemampuan untukmerancang, mengembangkan, melaksanakan, mengendalikan, mengevaluasi danmemperbaiki kinerja sistem agroindustriberkelanjutan melalui pendekatanterintegrasi aspek-aspek teknologi proses, rekayasa sistem, manajemen industri, danlingkungan untuk meningkatkan nilai tambahsumberdaya pertanian/hayati dan turunannya
Capaian Pembelajaran Lulusan
1. Mampu menerapkan pengetahuan, teknik, keterampilan, danperangkat modern dalam disiplin teknik agroindustri
Able to apply knowledge, techniques, skills, and modern tools in agroidustrial engineering discipline
2. Mampu menerapkan pengetahuan matematika, ilmupengetahuan alam, teknik, dan teknologi informasi untukmemecahkan masalah dalam agroindustri
Able to apply knowledge of mathematics, science, engineering, and information technology to solve problems in agroindustry
3. Mampu mendesain dan melakukan penelitian di laboratoriumdan lapangan serta menganalisis dan menafsirkan data
Able to design and conduct lab and field experiments as well as to analyze and interpret data
4. Mampu merancang sistem agroindustri yang mengintegrasikan aspekteknologi proses, teknik sistem industri dan teknologi lingkungan untukmencapai tujuan yang diinginkan dalam batasan yang realistis
Able to design an agroindustrial system that integrates aspects of process technology, industrial systems engineering, and environmental technology to meet intended purpose within realistic constraints
5. Mampu berperan secara efektif sebagai anggota atau pemimpin di timyang multidisiplin dan multikultural
Able to function as a member or a leader in a multidisciplinary and multicultural team
6. Mampu mengidentifikasi, menganalisis, mensintesis, dan memecahkanmasalah rekayasa dalam agroindustri
Able to identify, analyze, synthesize, and solve engineering problems in agroindustry
7. Mampu berkomunikasi secara tertulis dan lisan dengan efektif
Able to communicate in written and oral effectively
8. Memahami pentingnya pembelajaran sepanjang hayat
Comprehend the importance of lifelong learning
9. Memahami dan berkomitmen pada tanggung jawab dan etikaprofesional dalam menyelesaikan permasalahan keteknikandalam agroindustri
Understand and commit to professional responsibility and ethics in solving engineering problems in agroindustry
10. Memahami isu-isu kontemporer dalam agroindustry
Understand contemporary issues in agroindustry
11. Mampu merencanakan, menyelesaikan dan mengevaluasi tugas-tugas dalam batasan yang ada
Able to plan, accomplish and evaluate tasks under given constraints
12. Mampu melakukan transformasi ide-ide menjadi bisnisagroindustri (technopreneurship)
Able to transform ideas into agroindustry business (technopreneurship)
No CPL TIN Mata Kuliah Yang Dimandatkan
1 Mampu menerapkan pengetahuan, teknik,
keterampilan, dan perangkat modern dalam
disiplin teknik agroindustri
Pengantar Matematika, Kimia, Biologi, Fisika, Kalkulus,
Metode Statistika, Statistika Industri, Matematika Teknik,
Pengantar Ilmu Pertanian, Ekonomi, Satuan Operasi,
Mesin dan Peralatan Industri, Penerapan Komputer,
Algoritma dan Pemrograman Komputer, Gambar Teknik,
Teknik Optimasi
2 Mampu menerapkan pengetahuan matematika,
ilmu pengetahuan alam, teknik, dan teknologi
informasi untuk memecahkan masalah dalam
agroindustri
Metode Statistika, Statistika Industri, Penelitian
Operasional, Penerapan Komputer, Algoritma dan
Pemrograman Komputer, Teknik Pemodelan dan Optimasi
Proses, Matematika Teknik, Kalkulus, PBA, ASPK, M.K
Teknologi Komoditas, Satuan Proses, Satuan Operasi,
Mesin dan Peralatan Industri, Pengantar Ilmu Pertanian,
PDRP, Rekayasa Biaya, MLI, Gambar Teknik, Teknik
Penyimpanan dan Penggudangan, Mikrobiologi Industri,
TPPI
3 Mampu mendesain dan melakukan penelitian di
laboratorium dan lapangan serta menganalisis
dan menafsirkan data
Metode Statistik, Statistik Industri, Skripsi, PL, MPPI, APBA,
Praktikum Bioproses, M.K Teknologi Komoditas
4 Mampu merancang sistem agroindustri yang
mengintegrasikan aspek teknologi proses,
teknik sistem industri dan teknologi lingkungan
untuk mencapai tujuan yang diinginkan dalam
batasan yang realistis
ASPK, Inovasi Produk dan Bisnis Agroindustri, PPI, PP,
Skripsi, KKNT, P3, TLPB, Produksi Bersih, TTCK, Ekonomi
Umum, Sosiologi Umum, Ekonomi Teknik, Manajemen
Mutu, Teknologi Pengemasan, PSDM, PO, M.K. Teknologi
Komoditas, TPPI, MLI
5 Mampu berperan secara efektif sebagai anggota
atau pemimpin di tim yang multidisiplin dan
multikultural
PPI, KKNT, PP, Sosiologi Umum, PSDM
No CPL TIN Mata Kuliah Yang Dimandatkan
7 Mampu berkomunikasi secara tertulis dan lisan
dengan efektif
MPPI, Bahasa Inggris, Bahasa Indonesia, Seminar, Skripsi,
PL, KKNT, Gambar Teknik, Penerapan Komputer
8 Mampu memahami pentingnya pembelajaran
sepanjang hayat
MPPI, Agama, Studium Generale
9 Paham dan berkomitmen pada tanggung jawab
etika profesional dalam menyelesaikan
permasalahan teknik agroindustri
Agama, Pengantar Agroindustri, Pancasila, K3, Studium
Generale, MPPI, Olah Raga*
10 Mampu memahami isu-isu kontemporer terkait
agroindustri
Studium Generale, Pengantar Agroindustri, Pengantar
Ilmu Pertanian, M. K. Teknologi Komoditas
Semua mata kuliah perlu melakukan update dg isu-isu
kontemporer
11 Mampu merencanakan, menyelesaikan dan
mengevaluasi tugas-tugas dalam batasan yang
ada
Mata Kuliah Capstone (MPPI,Inovasi Produk dan Bisnis
Agroindustri, Perencanaan Proyek dan Industri,
Perancangan Pabrik)
Skripsi
Semua m.k. dalam bentuk penugasan
12 Mampu melakukan transformasi ide-ide menjadi
bisnis agroindustri (technopreneurship)
Inovasi Produk dan Bisnis Agroindustri, Perencanaan
Proyek dan Industri, Perancangan Pabrik, Pengantar
Kewirausahaan
Semua mata kuliah terutama m.k teknologi komoditas
No. Bidang-bidangAlokasi
Waktu
Jumlah
Mata
Kuliah
Beban
(SKS)
Bobot
(%)
Keteranga
n
1 Matematika dan Ilmu
Pengetahuan
Min. 20% 14 33 22 Sesuai
2 Ilmu dan Teknologi
Rekayasa
Min. 40% 24 62 42 Sesuai
3 Teknologi Informasi
dan komunikasi
2 5 3 Sesuai
4 Desain teknik dan
eskperimen berbasis
masalah
7 21 14 Sesuai
5 Pendidikan Umum Maks.
30%
13 26 18 Sesuai
IPB 111Pendidikan Pancasila
2 (1-1)
IPB 108Bahasa Inggris
2 (2-0)
IPB 112Olah Raga Seni*
1 (0-1)
AGB 100Pengantar
Kewirausahaan1 (1-0)
KIM 101Kimia3 (2-1)
FIS 100Fisika Dasar 1
3 (2-1)
MAT 100Pengantar
Matematika3 (2-1)
IPB 100-103,110Agama3 (2-1)
IPB 106Bahasa Indonesia
2 (2-0)
KPM 130Sosiologi Umum
3 (2-1)
TIN 100Pengantar
Agroindustri 2 (2-0)
IPB 107Pengantar Ilmu
Pertanian2 (2-0)
BIO 100Biologi3 (2-1)
MAT 103Kalkulus3 (2-1)
EKO 100Ekonomi Umum
3 (2-1)
TIN 212Pengembangan SDM
2 (2-0)
KOM ….Penerapan Komputer
2 (1-1)
TMB 208Gambar Teknik
3 (2-1)
TIN 220Perhitungan Dasar Rekayasa Proses
3 (2-1)
TIN 23xMikrobiologi Industri
2 (2-0)
TIN 25xAnalisis Bahan Agroindustri
1 (0-1)
TIN 25xPengetahuan Bahan
Agroindustri2 (2-0)
TIN 211Matematika Industri
3 (2-1)
STK 211Metode Statistika
3 (2-1)
TIN 24xTeknologi
Pengemasan3 (2-1)
TIN 21xAlgoritma dan Pemrograman
Komputer3 (2-1)
TIN 21xTeknik Tata Cara
Kerja2 (2-0)
TIN 23xLaboratorium
Bioproses2 (0-2)
TIN 23xDasar Rekayasa
BIoproses2 (2-0)
TIN 25xAnalisis Produk
Agroindustri1 (0-1)
TIN 25xPengetahuan Produk
Agroindustri2 (2-0)
TIN 22xSatuan Operasi
3 (2-1)
TIN 22xSatuan Proses
2 (2-0)
TIN 310Rekayasa Biaya
3 (3-0)
TIN 312Tata Letak dan
Penanganan Bahan3 (2-1)
TIN 311Penelitian
Operasional3 (2-1)
TIN 361Laboratorium
Lingkungan1 (0-1)
TIN 350Rekayasa Mutu
2 (2-0)
TIN 370Inovasi Produk &
Bisnis Agroindustri3 (2-1)
TIN 320Peralatan dan Mesin
Industri3 (2-1)
TIN 360Manajemen
Lingkungan Industri2 (2-0)
TIN 315Perencanaan dan
Pengendalian Produksi3 (2-1)
TIN 410Teknik Pemodelan
dan Optimasi Proses3 (2-1)
TIN 311Statistika Industri
3 (2-1)
IPB xxxKKN Tematik
3 (0-3)
TIN 32xPerancangan Pabrik
3 (2-1)
TIN 362Teknologi
Pengendalian Pencemaran Industri
3 (2-1)
TIN xxxPilihan 13 (2-1)
TIN 460Kesehatan dan
Keselamatan kerja2 (2-0)
TIN 314Analisis Sistem dan
Pengambilan Keputusan
3 (2-1)
TIN 490Metode Penyajian
dan Penulisan Ilmiah1 (1-0)
FTP 400Praktek Lapang
3 (0-3)
TIN 470Perencanaan Proyek
Industri3 (2-1)
TIN 340Teknologi
Penyimpanan dan Penggudangan
3 (2-1)
TIN xxxPilihan 23 (2-1)
TIN 491Kolokium
1 (0-1)
TIN xxxPilihan 33 (2-1)
TIN 493Skripsi6 (0-6)
TIN 492Seminar1 (0-1)
1
2
3
4
5
6
7
8
7
8
9
9
8
7
9
2
15 (10-5)
21 (16-5)
21 (15-6)
20 (14-6)
20 (15-5)
21 (14-7)
22 (13-9)
7 (0-7)
59147
(95-52)
Tugas AkhirSemester Output
5 6 7 8
Jenis 1 :
Penelitian
Skripsi Publikasi ilmiah
Jenis 2 :
Kerjasama
industri
PL Skripsi Implementasi di
industri
Jenis 3 :
Kerjasama
Masyarakat &
PEMDA
KKN-T Skripsi Implementasi di
lembaga
kerjasama (desa)
Jenis 4 :
Proyek payung
pengembangan
Agroindustri
(Technopreneurs
hip)
IPBA PP KKN-T PPI PL Skripsi Prototipe Produk
Rancangan Proses
Rancangan Pabrik
Model bisnis &
Kelayakan Pabrik
ENGINEERING VS. ENGINEERING TECHNOLOGY
ABET
• Engineering and engineering technology are separate but closely related
professional areas that differ in:
• Curricular Focus – Engineering programs often focus on theory and conceptual
design, while engineering technology programs usually focus on application and
implementation. Engineering programs typically require additional, higher-level
mathematics, including multiple semesters of calculus and calculus-based theoretical
science courses, while engineering technology programs typically focus on algebra,
trigonometry, applied calculus, and other courses that are more practical than
theoretical in nature.
• Career Paths – Graduates from engineering programs are called engineers and
often pursue entry-level work involving conceptual design or research and
development. Many continue on to graduate-level work in engineering. Graduates of
four-year engineering technology programs are called technologists, while
graduates of two-year engineering technology programs are called technicians.
These professionals are most likely to enter positions in sectors such as construction,
manufacturing, product design, testing, or technical services and sales. Those who
pursue further study often consider engineering, facilities management, or business
administration.
ETAC EAC
(b) an ability to select and apply a
knowledge of mathematics, science,
engineering, and technology to
engineering technology problems that
require the application of principles
and applied procedures or
methodologies;
(a) an ability to apply knowledge of
mathematics, science, and engineering
(c) an ability to conduct standard tests
and measurements; to conduct, analyze,
and interpret experiments; and to
apply experimental results to improve
processes;
(b) an ability to design and conduct
experiments, as well as to analyze and
interpret data
(d) an ability to design systems,
components, or processes for broadly-
defined engineering technology
problems appropriate to program
educational objectives;
(c) an ability to design a system,
component, or process to meet desired
needs within realistic constraints such
as economic, environmental, social,
political, ethical, health and safety,
manufacturability, and sustainability
(e) an ability to function effectively as a
member or leader on a technical team;
(d) an ability to function on
multidisciplinary teams
ETAC EAC
(f) an ability to identify, analyze, and
solve broadly-defined engineering
technology problems
(e) an ability to identify, formulate,
and solve engineering problems
(i) an understanding of and a
commitment to address professional
and ethical responsibilities including
a respect for diversity;
(f) an understanding of professional
and ethical responsibility
(g) an ability to apply written, oral,
and graphical communication in both
technical and non-technical
environments; and an ability to
identify and use appropriate
technical literature;
(g) an ability to communicate
effectively
(j) a knowledge of the impact of
engineering technology solutions in
a societal and global context; and
(h) the broad education necessary to
understand the impact of
engineering solutions in a global,
economic, environmental, and
societal context
ETAC EAC
(h) an understanding of the need for
and an ability to engage in self-
directed continuing professional
development;
(i) a recognition of the need for, and
an ability to engage in life-long
learning
(j) a knowledge of contemporary
issues
(a) an ability to select and apply the
knowledge, techniques, skills, and
modern tools of the discipline to
broadly-defined engineering
technology activities;
(k) an ability to use the techniques,
skills, and modern engineering tools
necessary for engineering practice
(k) a commitment to quality,
timeliness, and continuous
improvement
• For purposes of this section, broadly defined activities are those that involve a variety of resources; that involve the use of new processes, materials, or techniques in innovative ways; and that require a knowledge of standard operating procedures. Narrowly defined activities are those that involve limited resources, that involve the use of conventional processes and materials in new ways, and that require a knowledge of basic operating processes.
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