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.