Curriculum and Course Syllabus Updates Form the Foundation for UMI Industrial Engineering to Produce Adaptive and Globally Competitive Engineers

Ma­kas­sar – The In­dus­trial Engi­nee­ring Study Pro­gram at the Fa­culty of In­dus­trial Tech­no­logy (FTI), Uni­ver­si­tas Muslim In­do­ne­sia (UMI), has reaf­fir­med its com­mit­ment to de­li­ve­ring engi­nee­ring edu­ca­tion that re­mains re­le­vant to the times—edu­ca­tion that is not only scien­ti­fi­cally robust but also adap­ta­ble to re­gu­la­tory cha­nges, tech­no­lo­gi­cal ad­van­ce­ments, and the future de­mands of the in­dus­trial sector.

This com­mit­ment was de­mons­tra­ted through an ini­tia­tive to update the cur­ri­cu­lum and the Se­mes­ter Lear­ning Plans (RPS), held in the 2nd-floor mee­ting room of the UMI Fa­culty of In­dus­trial Tech­no­logy on Monday (Sep­tem­ber 14, 2026).

The event fea­tu­red two spea­kers with ex­ten­sive ex­pe­rience and es­ta­blis­hed re­pu­ta­tions in cur­ri­cu­lum de­ve­lop­ment and higher edu­ca­tion qua­lity as­su­rance: Prof. Dr. Ir. Elisa Kus­rini, M.T., CPIM., CSCP., SCOR-P, from the Fa­culty of In­dus­trial Tech­no­logy at Uni­ver­si­tas Islam In­do­ne­sia, and Prof. Dr. Ir. La­ma­ti­nulu, S.T., M.T., IPU., ASEAN Eng., from Uni­ver­si­tas Muslim In­do­ne­sia.

Par­ti­ci­pants inc­lu­ded lec­tu­rers from the un­der­gra­duate and master's In­dus­trial Engi­nee­ring pro­grams, ad­mi­nis­tra­tors of the Pro­fes­sio­nal Engi­neer Pro­gram, and a number of alumni who joined online to pro­vide input on the di­rec­tion of cur­ri­cu­lum de­ve­lop­ment.

The Head of the UMI In­dus­trial Engi­nee­ring Study Pro­gram, Ir. Andi Pa­wen­nari, S.T., M.T., IPU., ASEAN Eng., emp­ha­si­zed that up­da­ting the cur­ri­cu­lum and RPS is not merely a matter of ful­fil­ling acc­re­di­ta­tion re­qui­re­ments; rather, it is a way for the study pro­gram to ensure that its edu­ca­tio­nal ac­ti­vi­ties remain on the right track.

“We are un­der­ta­king this update to ensure that UMI’s In­dus­trial Engi­nee­ring pro­gram stays on the right track. The cur­ri­cu­lum and course syllabi are the ins­tru­ments we use to gua­ran­tee that gra­dua­tes truly ac­hieve the lear­ning out­co­mes we have pro­mi­sed to the public and the pro­fes­sio­nal world,” he said.

Ac­cor­ding to Ir. Andi Pa­wen­nari, stan­dar­di­zing the gra­ding system across cour­ses is an urgent matter re­qui­ring a col­la­bo­ra­tive ap­proach; this also in­vol­ves alig­ning with the out­co­mes of the cong­ress held by the Coo­pe­ra­tion Body for In­dus­trial Engi­nee­ring Higher Edu­ca­tion Pro­vi­ders (*Badan Kerja Sama Pe­nye­leng­gara Pen­di­di­kan Tinggi Teknik In­dus­tri*), which serves as the na­tio­nal bench­mark for the dis­ci­pline.

In her pre­sen­ta­tion, Prof. Elisa Kus­rini ex­plai­ned that today’s in­dus­trial engi­nee­ring cur­ri­cu­lum faces two major, ra­pidly ad­van­cing trends: sus­tai­na­bi­lity and di­gi­ta­li­za­tion. Both re­quire in­te­gra­tion into all areas of study rather than exis­ting merely as stan­da­lone cour­ses.

“Cur­rent de­mands for sus­tai­na­bi­lity are driven by re­gu­la­tions, com­pel­ling com­pa­nies to report on these mat­ters to the public. The ques­tion is, are our gra­dua­tes con­fi­dent enough to enter the in­dus­trial world equip­ped with know­ledge of sus­tai­na­bi­lity and di­gi­ta­li­za­tion?” she ex­plai­ned.

She also high­ligh­ted the im­por­tance of a dis­tinc­tive aca­de­mic vision that is con­sis­tently re­flec­ted in gra­duate pro­fi­les, lear­ning out­co­mes, ex­per­tise groups, and la­bo­ra­to­ries, as well as in fa­culty re­search and com­mu­nity ser­vice ac­ti­vi­ties. In her view, a well-struc­tu­red aca­de­mic track record is a key de­ter­mi­nant of suc­cess in a lec­tu­rer's aca­de­mic career de­ve­lop­ment.

“That track record must be cul­ti­va­ted, and it stems from one's area of ​​ex­per­tise. When a lec­tu­rer's ex­per­tise is well-or­ga­ni­zed, the di­rec­tion of their re­search, com­mu­nity ser­vice, and teac­hing will rein­force one anot­her,” she stated.

Prof. Elisa Kus­rini shared best prac­ti­ces for strengt­he­ning in­dustry re­le­vance through sche­mes such as prac­ti­tio­ner-lec­tu­rer grants, stu­dent-aut­ho­red book chap­ters, and scien­ti­fi­cally ri­go­rous com­pe­ti­tions de­sig­ned from the outset, as well as col­la­bo­ra­tive re­search and in­ter­na­tio­nal pu­bli­ca­tion op­por­tu­ni­ties open for de­ve­lop­ment with FTI UMI.

Meanw­hile, Prof. La­ma­ti­nulu out­li­ned the im­pli­ca­tions of re­gu­la­tory cha­nges on the design of Se­mes­ter Lear­ning Plans (RPS), spe­ci­fi­cally re­fe­ren­cing the Re­gu­la­tion of the Mi­nis­ter of Higher Edu­ca­tion, Science, and Tech­no­logy Number 39 of 2025, which was sub­se­quently up­da­ted to Mi­nis­te­rial Re­gu­la­tion Number 10 of 2026.

Ac­cor­ding to her, the latest re­gu­la­tions allow for grea­ter fle­xi­bi­lity in draf­ting the RPS but man­date the de­ve­lop­ment of five key lear­ning cha­rac­te­ris­tics: en­jo­ya­ble, inc­lu­sive, col­la­bo­ra­tive, crea­tive, and ef­fec­tive.

"In terms of format, the In­dus­trial Engi­nee­ring RPS al­ready meets the stan­dards. What we need to focus on to­get­her is how to in­ter­na­lize stu­dent-cen­te­red lear­ning; wit­hout it, our RPS cannot truly be con­si­de­red 'Out­come-Based Edu­ca­tion' com­pliant," she emp­ha­si­zed.

She ad­vo­ca­ted for the use of case-based lear­ning, pro­ject-based lear­ning, and ga­mi­fi­ca­tion, along­side the uti­li­za­tion of the 'Kalam' lear­ning ma­na­ge­ment system to en­hance both in-person and online clas­ses. She also high­ligh­ted the need for lec­tu­rers to shift their roles toward be­co­ming fa­ci­li­ta­tors, in­no­va­tors, mo­ti­va­tors, and sour­ces of ins­pi­ra­tion.

The ses­sion, mo­de­ra­ted by Dr. Ir. Ahmad Padhil, S.T., M.T., IPM., AER, was highly in­te­rac­tive, fea­tu­ring ques­tions from par­ti­ci­pants—inc­lu­ding Dr. Taufik Nur, S.T., M.T., IPU.—re­gar­ding the dis­tinc­ti­ve­ness of the aca­de­mic vision and the bench­marks for in­ter­na­tio­nal com­pe­ti­ti­ve­ness in acc­re­di­ta­tion as­sess­ments.

The dis­cus­sion ex­pan­ded to cover the re­le­vance of gra­duate pro­fi­les for the next five years, the strengt­he­ning of the study pro­gram's unique iden­tity, mec­ha­nisms for in­vol­ving in­dustry prac­ti­tio­ners, and op­por­tu­ni­ties to en­hance fo­reign la­nguage pro­fi­ciency as a value-add for gra­dua­tes in Eas­tern In­do­ne­sia.

As a follow-up mea­sure, the In­dus­trial Engi­nee­ring Study Pro­gram will es­ta­blish a cur­ri­cu­lum works­hop team tasked with re­vie­wing gra­duate lear­ning out­co­mes via tracer stu­dies, in­vol­ving alumni, em­plo­yers, and aca­de­mic as­so­cia­tions in a phased ap­proach. For the In­dus­trial Engi­nee­ring Study Pro­gram at FTI UMI, this ini­tia­tive serves as a plat­form to align go­vern­ment re­gu­la­tions, in­dustry de­mands, and best prac­ti­ces from other higher edu­ca­tion ins­ti­tu­tions, while si­mul­ta­neously rein­for­cing a cul­ture of con­ti­nuous im­pro­ve­ment in edu­ca­tio­nal de­li­very.

Through this ac­ti­vity, FTI UMI once again de­mons­tra­tes its role as a fa­culty com­mit­ted to cons­tant evo­lu­tion, en­han­cing the qua­lity of lear­ning, and pre­pa­ring a ge­ne­ra­tion of engi­neers ca­pa­ble of ad­dres­sing the chal­le­nges of sus­tai­na­bi­lity and di­gi­ta­li­za­tion.

For UMI, engi­nee­ring edu­ca­tion is about more than just draf­ting cur­ri­cu­lum do­cu­ments.

It is about en­su­ring that every stu­dent truly ac­hie­ves the pro­mi­sed lear­ning out­co­mes. Uni­ver­si­tas Muslim In­do­ne­sia is a Campus of Know­ledge and Wors­hip, a Campus of Strug­gle and Ser­vice, and a Campus of Re­pu­ta­tion and Impact.