The Master’s Program in Islamic Education Management (MPI) at the Faculty of Islamic Education and Teacher Training (FITK), UIN Sunan Kalijaga Yogyakarta, was officially opened in 2018 based on the Decree of the Director General of Islamic Education Number 5463/2017, dated October 05, 2017. The precursor to the establishment of the Islamic Education Management study program originated from the Islamic Education Management and Policy (MKPI) concentration, which was a part of the A-accredited Islamic Education (PI) study program. The MKPI concentration was opened for the first time in the 2001/2002 academic year based on the Rector’s Decree Number 86 of 2001, dated June 27, 2001. The MKPI concentration, as a part of the Islamic Education (PI) study program, continued until 2017, and in 2018, the independent MPI study program was officially established.
The MPI Master's Program has a vision, mission, objectives, and scientific targets that are expected not only to produce graduates who meet the determined academic standards but also to satisfy the job market qualifications for employers who will later utilize the outputs of this program. To answer market needs while achieving the specified academic competence, the scientific vision carried by the MPI Master's Program is forward-looking. It is anchored in efforts to strengthen faith and devotion (Iman and Taqwa) to Allah SWT, alongside mastering the science of Islamic Education Management. The objectives to be achieved are: to produce master's graduates in the field of Islamic Education Management who possess a reliable mastery of knowledge and methodology within an integrative-interconnective framework for a humanistic-transcendental social transformation; and to produce Master's graduates in the field of Islamic Education Management who possess a high level of concern to participate as agents of change and problem solvers in public life at their respective workplaces. Through these objectives, the expected output is a Master of Education (M.Pd.) who not only possesses high academic capabilities in the fields of Islamic studies and pedagogy but also has high acceptability and sensitivity toward educational issues, particularly within the context of Islamic Education Management. Fundamentally, student recruitment for the MPI Master's Program follows the new student admission system established by UIN Sunan Kalijaga Yogyakarta through a strict entrance examination selection.{C}
Students of the MPI Master's Program come from various regions across the country, with diverse backgrounds in terms of employment or profession, although most come from an undergraduate educational background in education (Kependidikan/Ketarbiyahan). Since it was opened from 2002 until 2017, the number of students in the MKPI Master's concentration was 254 during its final five years.
Furthermore, the MPI Master's Program commenced in early 2018, or more precisely during the even semester of the 2017/2018 academic year, with 23 students enrolled in the even semester, followed by 40 students in the subsequent odd semester. In 2019, the number of students in the MPI Master's Program increased by 21 students in the even semester and 22 students in the odd semester. Every student is given the opportunity to participate in decision-making processes that affect their interests. Activities widely attended by students include seminars, discussions, general lectures (studium generale), field studies, scientific writing workshops, language training, and others. Efforts to increase public interest are pursued through a two-pronged strategy: First, internally, by elevating the program's quality through the human resource development (HR) of both academic/teaching faculty and non-academic staff, alongside improving the quality of the learning processes, services, and graduates. Second, externally, by publishing activities to the public via mass media, disseminating program information to relevant institutions (such as Regional Ministries of Religious Affairs/Kemenag Kabupaten and Islamic Higher Education Institutions/PTKI), and establishing collaborations with users (employers). These efforts have proven to be quite successful, although enrollment trends remain fluctuating. In conducting and participating in academic activities within the MPI Master's Program, students hold the right to receive academic guidance and services, which include: (1) the right to attend lectures; (2) the right to obtain academic guidance services concerning thesis proposal consultations and thesis writing.
The total number of full-time faculty members in the MPI Master's Program is 12. There are 12 full-time Faculty lecturers specifically assigned to teach in the MPI S2 Master's Program. The lecturer-to-student ratio is 1:9, indicating that the faculty-student ratio in the MPI Master's Program is at an ideal level. The number of supporting staff handling administration and infrastructure is 3 people, complemented by the administrative staff under the management of the Faculty of Islamic Education and Teacher Training. All full-time lecturers in the MPI Master's Program hold a Doctoral degree (100%), and 3 of them (25%) are full Professors (Guru Besar). Quantitatively, the teaching faculty of the MPI S2 program carries an average teaching load of 14.25 credits (SKS). Meanwhile, the administrative staff members have their respective workloads aligned with the authority defined in their job and work descriptions. To improve the quality of the MPI Master's Program lecturers, they are given opportunities to participate in seminars/training, and to enhance the program's administrative staff, workshops or opportunities for further studies are provided. Currently, the curriculum in use is adjusted to the vision, mission, targets, and objectives of the MPI Master's Program.
The curriculum is structured in accordance with the National Standards for Higher Education (SNPT) and the Indonesian National Qualifications Framework (KKNI). It begins with the formulation of graduate profiles, graduate competencies, mapping of fields of study, and the determination of courses along with their distribution for each semester. Courses are classified based on institutional courses and competence components. Institutional courses include: (a) general core courses; (b) specific core courses; (c) general institutional courses; and (d) specific institutional courses. Meanwhile, courses categorized under competence components include: (a) primary competence courses; (b) supporting competence courses; and (c) other complementary competence courses.
To ensure the alignment of curriculum design, content, and implementation with the demands and needs of stakeholders—namely students, parents/guardians, employers, and alumni—evaluations are conducted through several methods. Evaluation to obtain student feedback is carried out via both structured and unstructured approaches. Structurally, it is conducted through annual formal dialogues between the students and the Study Program management. Meanwhile, the unstructured approach takes the form of informal dialogues between students and the master's program managing lecturers, the results of which are subsequently reported to the Faculty of Islamic Education and Teacher Training through leadership meetings (data/evidence: Sospem{C}). This feedback serves as communication material between the Faculty of Islamic Education and Teacher Training, the public, and graduates in response to the Study Program's development.
Employers and prospective users of graduates can perform evaluations during FITK socialization events through tours to several user institutions, tracer studies, questionnaires, or by inviting educational practitioners and observers as guest lecturers. Meanwhile, feedback from employed graduates is gathered by distributing questionnaires and receiving written input regarding the real-world demands and needs that the study program must address. In addition, internal and external curriculum discussions and seminars are regularly held. To meet stakeholder expectations, the study program continuously adapts its curriculum design, content, and implementation in gradual stages, such as modifying course materials, adding credits (SKS) for enrichment, and diversifying fields of study. Almost all educational activities carried out by the MPI Master's Program utilize the infrastructure at the Teacher Professional Education (PPG) campus in Sambilegi, as well as the FITK UIN Sunan Kalijaga Yogyakarta campus located on Jl. Marsda Adi Sucipto, Yogyakarta. The available infrastructure for educational delivery consists of office rooms, classrooms, a library, an internet room, a lecturer transit room, and various other supporting facilities. The office building comprises rooms for the Faculty of Islamic Education and Teacher Training leadership, study program managers, administrative services, and academic instruction.{C}
In terms of both quantity and quality, the available office space is highly adequate. Financial resources at the study program level are consolidated within the financial management of the Faculty of Islamic Education and Teacher Training, which are then allocated according to the study program's needs. The funding sources of the Faculty of Islamic Education and Teacher Training themselves originate from the routine and development budget (DIPA) and public tuition fees (SPP), managed under the Public Service Agency (BLU) system.
Financial management for educational delivery in the MPI Master's Program is regulated based on the operational guidelines (PO) of the financial system implemented by the Faculty of Islamic Education and Teacher Training through the ratification of the university rectorate. The work culture within the MPI Master's Program is built upon professionalism and collegial partnership. Every element carries out their tasks professionally in accordance with their respective duties and authority without neglecting a familial approach. In executing their duties, the Head of the Study Program is assisted by the Secretary, the Head of Administration (Kabag TU), 3 Section Heads (Kasubag), teaching faculty, and study program staff. All components operate within their designated mandates. The teaching strategies and methods used in the teaching and learning process (PBM) within the MPI Master's Program are adjusted to the learning outcomes (LO), the objectives of each course, and the core materials. The teaching strategies employed include both face-to-face (classroom lectures) and non-face-to-face models. Assessment strategies and methods are carried out using two models: testing and non-testing. Test-based evaluations are conducted through scheduled final semester examinations in the form of question-and-answer or through compiling research papers/book reviews. Meanwhile, non-test evaluations are carried out to assess students by emphasizing the learning process, which includes aspects of class attendance, assignments, academic maturity, attitude, and appearance (dress code, manners, etc.). At the end of the course, students are given the opportunity to evaluate lecturer performance across various aspects through the Academic Information System (SIA) of UIN Sunan Kalijaga Yogyakarta, which is accessible to every student.{C}
The academic atmosphere within the MPI Master's Program can be described as follows. A healthy academic environment has been developed to support the academic climate, backed by excellent interaction among members of the academic community (sivitas akademika). Regarding information systems, the MPI Master's Program has experienced encouraging development. The information system is not limited to computerized documentation and academic grade services for students and lecturers, but can also be accessed online via an application called the Academic Information System (SIA) by students wherever they are. Through this system, lecturers, students, and staff can access all information regarding the entire academic framework, including the electronic library. The entire academic community can access the internet via a Wi-Fi hotspot network spread across all areas of the campus. Quality enhancement and control within the MPI Master's Program have been continuously pursued through regular curriculum reviews covering courses, lecture materials, and Semester Learning Plans (RPS). To develop the curriculum in response to market demands, educational experts and practitioners from external institutions are brought in according to the required expertise. As a form of responsiveness to curriculum development, the MPI Master's Program has implemented an integration-interconnection curriculum in its lecture system since 2018. In connection with this, workshops have been conducted for the preparation of the study program's Semester Learning Plans (RPS) and team-teaching lecture models.
Graduates of the PI Master's Program with the MKPI concentration, which was originally under the Postgraduate Program (PPs) of UIN Sunan Kalijaga, have spread across all regions of the Republic of Indonesia. In fact, most of them have played active roles in society and occupy important positions in their respective institutions. In research and community service activities, many lecturers of the MPI Master's Program have conducted both individual and group research, funded independently or sponsored by institutions. In addition to the faculty, students also carry out research, primarily for their theses and collaborative research projects between lecturers and students. Thesis research is conducted by students as a final graduation requirement. Qualitatively, student research still needs to be further enhanced. Quantitatively, however, a substantial number of theses have been produced, corresponding to the number of graduates from the PI Master's Program with the MKPI concentration, which will soon be followed by the alumni of the independent Islamic Education Management (MPI) Master's Program. In terms of community service, formal implementation is managed by the Research and Community Service Institute (LPPM) at the university level of UIN Sunan Kalijaga. Nevertheless, many lecturers of the MPI Master's Program independently conduct various community service activities. All of these activities are highly appreciated and supported by the MPI Master's Program through administrative assistance.