Currently, two curricula are in use: Curriculum 2018 and Curriculum 2023, which are evaluated continuously and refined to adapt to changing needs:

Curriculum 2018

1. Objectives

The implementation of MP-CE aims to prepare master students in Chemistry education as thinkers, researchers, developers, and practitioners of chemical education who are able to:

1. analyze and synthesize chemical content and pedagogy critically, systematically and sustainably;
2. make innovations in the fields of curriculum, learning and assessment of chemistry learning outcomes; 
3. implement knowledge and innovation results in learning practices and the development of chemistry education;
4. conduct research to develop knowledge in the field of chemistry education and improve the practical quality of chemistry education through a scientific approach;
5. disseminating the results of research and innovation in the field of chemical education at the national and or international levels.
6. managing chemical education development programs and practices;
7. cooperate, have a leadership spirit, show a caring and responsible attitude in improving the quality of chemical education based on scientific values and attitudes; and 
8. have learning skills, manage information and use ICT as a basis for self-development and lifelong learning.

2. Program Education Objective (PEO)

The profile of MP-CE graduates is as chemistry education experts who can play the role of thinkers, developers, researchers, and practitioners. In more detail, the profile of these graduates is described in the PEO (Table 2.2.1).

Table 2.2.1 Description of PEO

3. Learning Outcomes

4. Learning Process

Students of the Chemistry Education Master Program are expected to position themselves as active and independent learners. The learning process is student centered with various models, approaches and methods that are appropriate. Student learning experiences apply learning strategies that can develop student abilities in aspects of knowledge, thinking skills and values (discipline, responsibility, honesty, etc.) proportionally. The learning process implemented can develop presentation skills, writing scientific papers, cooperation, creativity, appreciative inquiry, and innovation.

Reasoning ability and intellectual attitude are the concerns of the Chemistry Education Study Program S2. For this reason, each course is strived to carry out a learning with multi-directional communication, utilizing the potential of students to be able to develop in accordance with the achievements of the course, in order to achieve the profile of graduates.

To equip students to carry out their research as the completion of their final project, the curriculum contains courses related to epistemic processes, such as philosophy of science courses, research methodology, chemometrics, and courses related to instrumentation skills.

In principle, all student knowledge and skills gained from the teaching and learning process in the Chemistry Education Study Program S2 have a relationship with Community Service activities. Every Chemistry Education Study Program S2 student is required to participate in community service activities with lecturers. Participation in community service activities is a condition for participation in the trial exam.

Each course has a contribution to the formation of students' ability to make scientific papers. The ability to search literature and write scientific papers can be done by providing structured and controlled assignments related to the topic or focus of lecture studies.

The learning load of 1 credit in the learning process in the form of lectures, receptions or tutorials consists of 1) face-to-face activities: 50 minutes per week per semester; 2) structured assignment activities 60 minutes per week per semester; and 3) independent activities 60 per week per semester. Learning load of 1 credit in the learning process in the form of seminars or other similar forms, consists of 1) face-to-face activities: 100 minutes per week per semester; and 2) independent activities of 70 minutes per week per semester. 1 credit learning load in the learning process in the form of practicum, studio practice, workshop practice, field practice, research, community service and or other similar learning processes 170 minutes per week per semester.

The frequency of lectures in 1 semester is 14-16 meetings, including midterm and final exams, with details of 1) face-to-face 12-14 meetings; 2) midterm exam 1 meeting; 3) final exam 1 meeting. Lecturers who have not reached a minimum of 12 face-to-face meetings are required to complete the lecture before the course exam is held. The number of hours of practicum and field work is determined according to the needs of the practicum and the needs of the field work.

5. Assessment 

Assessment is aimed at assessing the process and results of student learning by using tests and non-tests on an ongoing basis. Process assessment includes attendance, assignments, activeness and attitude, while learning outcomes assessment includes Performance Exams, Portfolios, Unit Exams, UTS, UAS and Qualification Exams. The study success score for each course is the cumulative result of the assignment component, midterm exam, semester final exam, and other assessment components.

Assessment of student study success for each course is based on benchmark reference assessment (PAP).  With this reference, the value of student achievement of objectives/competencies is determined based on predetermined criteria.

The success of students in following a course is expressed by the final grade according to the following benchmarks.

Students can continue their studies if they have passed the qualification examination.  The qualification exam is further regulated in the guidelines published by SPs.  Students can take the qualification exam if after 2 semesters they can collect a minimum of 24 credits (for those from the same study program) or after 3 semesters they can collect a minimum of 36 credits (including aanvullen for those from a different study program) and achieve a GPA ≥ 2.75. Students who do not meet these GPA demands and/or do not pass the qualification exam must resign or change study programs.   The SPs Director submits a proposal to the Chancellor to determine the decision letter.

6. Curriculum Structure

In accordance with Kepmendiknas No. 232/U/2000, Higher Education Content Standards (BSNP, 2010), the study load of the SPs UPI Chemistry Education Master Program is 36-42 credits scheduled for 4 (four) semesters and can be taken in less than 4 (four) semesters and for a maximum of 8 (eight) semesters including the preparation of a thesis, after an undergraduate program, or its equivalent. The structure of the SPs UPI Master of Chemistry Education Curriculum is grouped into:

1. Postgraduate Expertise Courses (MKKPs) amounting to 7 credits consisting of 3 courses.
2. Study Program Core Expertise Courses (MKKIPS) of 15 credits consisting of 7 courses.
3. Study Program Elective Expertise Courses (MKKPPS) which must be taken 8 credits (4 courses) out of 24 credits (12 courses) offered.
4. Aanvullen Course (MKAv) for students with a non-field undergraduate background of 12 credits.
5. Thesis Course of 8 credits.

7. Mapping of CPPS with CPMK