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Pendahuluan
• Tujuan
• Peserta memahami keragaman kurikulum Sistem Informasi.
• Mengidentifikasi dugaan kompetensi lulusan dalam
keragaman kurikulum Sistem Informasi.
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Perkembangan Sistem Informasi
• The IS discipline has a history that it has been recognized and
grown as a typical interdisciplinary field from many related
research domains, especially from organization sciences (OS),
computer sciences (CS), and management sciences (MS)
(Culnan et al., 1986; Grover et al, 2006).(Sato, 2009)
• MIS Quarterly (MISQ) was only first published in 1977. (Sato, 2009)
• Model Kurikulum SI diperkenalkan sejak th 1995 (IS’95 MIS
Quarterly) dan mengalami penyesuaian terakhir kali pada tahun
2010 (IS2010, Communications of the Association of Information
Systems) (Corbin et al, 2013)
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Ringkasan Model Kurikulum SI 2010
(IS 2010: Curriculum Guidelines for Undergraduate
Degree Programs in Information Systems)
• Motivasi Perubahan:
• Accommodate IS outside business school context
• Address lack of flexibility in IS 2002―Introduce career tracks to avoid a
single career objective
• Expand input from the global community
• Strong focus on deriving the curriculum from outcome expectations
• Importance of serving local needs
• Rekomendasi
• Includes required (7 core) and electives options. The core topics do not
necessarily map directly to courses. Rather, topics can be combined into one
or more courses according to local resources and constraints.
• Introduces career tracks based on groupings of electives: to expand the
scope of the target IS programs beyond business-school-centric models
(Corbin Bell et al, 2013)
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Benchmarking Program SI
di Indonesia
Prodi Fakultas/Sekolah Institusi
STI Sekolah Teknik Elektro dan Informatika ITB
SI Fakultas Ilmu Komputer UI
SI Fakultas Teknologi Informasi ITS
TI Fakultas Teknik UGM
SI Fakultas Ilmu Komputer GUNADARMA
SI Sekolah Sistem Informasi BINUS
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0
20
40
60
80
100
120
140
160
ITB
UI
ITS
UGM
GNDARMA
BINUS
Benchmarking Program SI
di Indonesia
Univ.
IS
Credits
IS
Credits
IS
Credits
Programming
Credits
Business
Credits TOTAL
Credits
Required Electives TOTAL Required Required
ITB 42 12 54 6 0 144
UI 45 24 69 13 3 144
ITS 71 8 89 7 6 144
UGM 30 12 42 18 2 144
GNDARMA 56 20 76 23 4 152*
BINUS 36 28 64 8 10 146
Mapping keragaman kompetensi dilakukan berdasarkan outcome
expectations terdefinisi dalam Panduan IS2010.
* perkiraan
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Capabilities and Knowledge Expected for IS
Program Graduates
ANALYTICAL AND
CRITICAL THINKING
Organizational
Problem Solving
Ethics and
Professionalism
Creativity
BUSINESS
FUNDAMENTALS
Business Models
Functional
Business Area
Evaluation of
Business
Performance
INTERPERSONAL,
COMMUNICATION,
AND TEAM SKILLS
Interpersonal
Teamwork and
Leadership
Communication
TECHNOLOGY
Application
Development
Internet Systems
Architecture and
Development
Database Design
and
Administration
System
Infrastructure
and Integration
TECHNOLOGY-
ENABLED BUSINESS
DEVELOPMENT
System Analysis
and Design
Business Process
Design
System
Implementation
IS Project
Management
(ACM IS2002)
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Outcome Expectations for
IS Program Graduates
IS SPESIFIC
KNOWLEDGE
AND SKILLS
IS SPESIFIC
KNOWLEDGE
AND SKILLS
I.A Identifying and designing opportunities for IT-enabled organizational improvement.
I. B Analyzing trade-offs.
I.C Designing and implementing information systems solutions.
I.D Managing ongoing information technology operations.
FOUNDATIONAL
KNOWLEDGE
AND SKILL
FOUNDATIONAL
KNOWLEDGE
AND SKILL
II.A Leadership and Collaboration
II.B Communication
II.C Negotiation
II.D Analytical and critical thinking, including creativity and ethical analysis.
II.E Mathematical Foundation
KNOWLEDGE
AND SKILL
RELATED TO
DOMAIN
FUNDAMENTAL
KNOWLEDGE
AND SKILL
RELATED TO
DOMAIN
FUNDAMENTAL
III.A General models of the domain.
III.B Key specializations within the domain.
III.C Evaluation of performance within the domain.
(ACM IS2010)
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Information System in Japan
• The word MIS remains more popular than IS in Japan and there are
many more departments of MIS in the universities.
• IS still has not been recognized as an independent discipline, and its
education is usually organized as a sub-department. Otherwise, IS
education is conducted as a part of IT (CS) education in a school as a
course (class in Japanese).
• Differences in Japanese & International IS research
• The broader focus and diversity in research topics and range of contributors as well as
the administrative placement of IS academics within Japanese universities
• Membership of Japanese IS societies also appears to be much more diverse than
those of comparable international counterparts.
• There is a stronger business focus in the AIS than amongst the Japanese IS societies.
• Japanese universities also appear to contain fewer dedicated IS academics with many
staff being drawn from a diverse range of other disciplines.
(Sato et al, 2009)
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IS in Korea
• IS began to be considered as a field of academic study in the mid-
1980s.
• Most dominant IS Programs name in Korea is “Management
Information Systems,”; located under the College of Business
Administration as one of the majors or one of the departments.
• There exist two major ways to understand the departmental location of
IS in Korea.
• IS as a major: has been mainly adopted by top-tier schools.
• IS as a department under a business school: has been considered by second-tier
schools.
• Korean scholars seem to agree that the IS discipline should be in a
business school as a major rather than as a separate department. This
only means that IS as a discipline in Korea is not in its mature stage
yet.
(Jae-Nam Lee, Seung-Weon Yoo, 2007)
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IS in Singapore
• IS curriculum in National University of Singapore aims to
produce technically-strong students that could effectively
deploy IT for business
• Nanyang Technological University aims to produce business
students who understand IT and are able to identify and deploy
IT in enhancing/supporting their business functions.
• Singapore Management University aims to produce IS students
who understand business processes/architecture and how IT
could be deployed in the context of these processes.
(Jae-Nam Lee, Seung-Weon Yoo, 2007)
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IS in Singapore
The IS curriculum in Singapore generally follows the
curriculum outlined by the AIS but also includes
some distinctive subjects developed on the advice
of the Infocomm Development Authority (IDA) of
Singapore, which conducts surveys into local
industry needs.
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IS in Taiwan
• The first IS department was started in 1981.
• IS is regarded as a business discipline and is generally
called Information Management.
• Information Management programs in Taiwan differ
somewhat from the typical IS program in the United States
in that students are required to learn not only the strategic
and organizational aspects of information systems but place
much emphasis on programming and systems development.
• Most graduates find a ready market for this combination of
technical and business skills in Taiwan’s high-tech
manufacturing or service industries.
• Recruiters indicated that they need candidates to be able to develop in-
house application systems and maintain servers, in addition to handling
organizational issues.
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IS in Australia
• The organizational location of IS in Australian universities
has been highly varied from the outset. In 2006, more
universities had IS located within a business faculty than
within a technology faculty (ratio 60/40).
• Five universities had two separate IS groups, with one group
in business and one in technology.
• The diversity of curriculum approaches, the disparate
administrative location of IS academics, and the lack of a
strong identity for IS in some universities led to the
conclusion that IS has a low degree of “professionalisation”
relative to longer-standing disciplines. IS cannot yet be
considered a mature, distinct academic discipline in
Australia.
(Guy G. Gable, 2007)
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Akreditasi Internasional
untuk Program SI
• AACSB (The Association to Advance Collegiate Schools of Business)
• by December 2011 AACSB has accredited 643 business and accounting programs.
• ABET (The Accreditation Board for Engineering and Technology)
• ABET has been accrediting engineering programs since 1936, almost every
engineering program in the US is ABET accredited.
• In 1985 ABET helped to establish the Computer Science Accreditation Board (CSAB)
and ABET has also become the standard for CS accreditation.
• ABET started to accredit IS programs in 2000, 92% of the IS programs that he
surveyed had their business school accredited by AACSB and less that 1% of them
were accredited by ABET
• Over the past 10 years 35 programs have been accredited: IS programs have 33 BS
degrees and only one BBA degree.
• dll.
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Adopsi Panduan IS2010
pada Program SI Terakreditasi AACSB
• IS 2010.2―Data and Information Management
• IS 2010.1―Foundations of Information Systems
• IS 2010.5―IT Infrastructure
• IS 2010.6―Systems Analysis and Design
• IS 2010.7―IS Strategy, Management, and
Acquisition.
• IS 2010.3―Enterprise Architecture
97%
>50%
17%
29%
(Corbin Bell et al, 2013)
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Penutup
• Mayoritas Program SI di Indonesia berada di bawah
fakultas/institusi teknik/CS dan dominan dalam perancangan
dan implementasi solusi.
• Ragam disiplin Sistem Informasi dalam berbagai
universitas/negara menunjukkan tahapan perkembangan yang
berbeda sesuai dengan faktor unik tiap universitas/negara.
• Perubahan perkembangan disiplin Sistem Informasi sangat
cepat dan luasnya irisan dengan domain dan disiplin ilmu
lainnya juga menjadi salah satu pemicu ragam disiplin SI di
dunia.
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Referensi
• Guy G. Gable, 2007. The Information Systems Academic Discipline in
Pasific Asia: A Contextual Analysis. Communications of the
Association for Information Systems (Volume 21, No.1) 23-48.
• Guy G. Gable, 2007. The Information Systems Academic Discipline in
Australia. Communications of the Association for Information Systems
(Volume 21, No.2) 1-22.
• Jae-Nam Lee, Seung-Weon Yoo. 2007. The Information Systems
Academic Discipline in Korea: A Focus on Leading Universities.
Communications of the Association for Information Systems (Volume
21, No.4) 61-86.
• Bernard C.Y. Tan, Taizan Chan. 2007. The Information Systems
Academic Discipline in Singapore. Communications of the Association
for Information Systems (Volume 21, No.6) 104-115.
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Referensi
• Osam Sato, Takeshi Kosaka, Paul Turner. 2009. Information
Systems Research and Academic Societies in Japan: an
Overview. Pacific Asia Journal of the Association for
Information Systems (Volume 1, No. 2) 53-71.
• Association for Computing Machinery (ACM) - Association
for Information Systems (AIS). 2010. IS 2010 Curriculum
Guidelines for Undergraduate Degree Program in Information
Systems.
• Corbin Bell, Robert Mills, Kelly Fadel. 2013. An Analysis of
Undergraduate Information Systems Curricula: Adoption of
the IS 2010 Curriculum Guidelines. Communications of the
Association for Information Systems (Volume 32, 2013) 73-
94.
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Referensi
• Kurikulum SI Universitas Gunadarma
http://filkom.gunadarma.ac.id/sisinformasi/page/detail/39/Kurikulum
• Kurikulum SI Institut Teknologi Sepuluh November
• http://is.its.ac.id/scholar/wp-content/uploads/2012/08/kurikulum.pdf
• Kurikulum SI Universitas Indonesia
• http://www.cs.ui.ac.id/id/wp-content/uploads/2013/03/Kurikulum_2010.pdf
• Kurikulum STI Institut Teknologi Bandung
• Kurikulum SI Bina Nusantara
• http://curriculum.binus.ac.id/files/2012/04/IS.pdf
• Kurikulum TI Universitas Gadjah Mada
• http://s1.te.ugm.ac.id/index.php?main=WjhKS0xVVk9iIHpR=&part=Y0ZK=&vs=Qg===
