4_Outcomes_and_Sample_Assesment_Report_tanpa_ttd_sudah_ttd.pdf

Academic Year 2013-2020
PROGRAM STUDENT OUTCOMES
ASSESSMENT REPORT
Environmental Engineering Undergraduate Study
Program
Faculty of Civil and Environmental Engineering
Institut Teknologi Bandung

1
VERIFICATION
Bandung, Mei 2021
Mengetahui,
Ketua Program Studi Teknik
Lingkungan
Dr. Mont. Kania Dewi, ST. MT
NIP: 197208281997022001

2
Team
1. Dr. Mont. Kania Dewi, ST., MT
2. Dr. Benno Rahardyan, ST., MT.
3. Dr. Qomarudin Helmy, S.Si., MT.
4. Dr. Ing. Marisa Handajani, S.T, M.T
5. Haryo Satriyo Tomo, S.T, M.T
6. Suharyanto, ST., M.Sc., Ph.D
7. Dr. I Made Wahyu Widyarsana, ST., MT.
8. Ir. Ahmad Soleh Setiyawan, S.T, M.T, Ph.D.
9. Ir. Yuniati Zevi, MT., M.Sc., Ph.D
10.Dr. Ir. Katharina Oginawati, MS
11.Emenda Sembiring, S.T, M.T, M.Eng.Sc., Ph.D
12.Dr. Ir. Dwina Roosmini, M.S.
13.Ir. Arief Sudradjat, S.T., MIS., Ph.D
14.Dr. Mariana Marselina S., ST., MT.
15.Nadiyatur Rahmatikal Wasi'ah, S.T, M.T
16.Dr. Dyah Wulandari Putri, S.T, M.T.
17.Dr. Peni Astrini Notodarmojo, S.Si., M.Si
18.Dr. Adyati Pradini Yudison ST,MT
19.Dr. Muhammad Sonny Abfertiawan, ST.,MT
20.Seny Damayanti, S.T, M.T.
21.Dinda Annisa Nurdiani, S.T., M.T.

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Table of Contents
VERIFICATION.......................................................................................................................... 1
.................................................................................................................................................. 1
Team ......................................................................................................................................... 2
Table of Contents....................................................................................................................... 3
Program Student Outcomes Assessment Report....................................................................... 5
Academic Year 2013-2015......................................................................................................... 5
a. an ability to apply knowledge of mathematics, science and engineering............................. 5
b. an ability to design and conduct experiments, as well as to analyze and interpret data ... 7
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 ....................................................................................... 9
d. an ability to function on multidisciplinary teams .................................................................10
e. an ability to identify, formulate, and solve engineering problems .......................................11
f. an understanding of professional and ethical responsibility ................................................12
g. an ability to communicate effectively..................................................................................13
h. the broad education necessary to understand the impact of engineering solutions in a
global, economic, environmental, and societal context ..........................................................14
i. a recognition of the need for, and an ability to engage in life-long learning .........................16
j. a knowledge of contemporary issues..................................................................................17
k. an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice. .............................................................................................................18
Conclusion ............................................................................................................................19
Program Student Outcomes Assessment Report......................................................................22
Academic Year 2016-2020........................................................................................................22
1. Ability to identify, formulate, and solve environmental problems by applying the principles of
engineering, science, and mathematics.................................................................................23
2. Ability to apply analysis and synthesis in producing engineering designs needed in
environmental conservation by considering public health, security and welfare as well as
global, cultural, social, environmental and economic factors..................................................25
3. Ability to communicate effectively with various parties regarding water, air, and land
environmental problems and the technology needed to solve them.......................................26
4. Ability to apply ethical and professional responsibilities through consideration of the issue
of environmental degradation and the impact of a technology on the environment locally,
regionally, and globally, including social and economic aspects. ...........................................28

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5. Ability to work effectively in a team by prioritizing leadership to create collaborative and
comprehensive conditions in setting goals, targets, and plans needed to manage the
environment for reducing degradation and increasing conservation. .....................................30
6. Ability to identify problems, develop and conduct experiments, analyze and interpret data,
and use judgment to draw conclusions in the field of environmental conservation.................31
7. Awareness of the need for continuous learning to enrich knowledge and apply it, evaluate,
integrate, and apply this knowledge appropriately in accordance with the development........33
Conclusion ............................................................................................................................35
LOATL...................................................................................................................................38
Sample of Outcomes Measurement Report...........................................................................48

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Program Student Outcomes Assessment Report
Student outcome attainment based on rubric assessment represents achievement of
students in each course. The achievement of students is resulted from lecturer’s
assessment that represents certain student outcome. Afterward, the attainment of each
student outcome is obtained from average number of entire courses with some weighting
in the calculation based on cognitive level of courses (Appendix: SOP Outcomes
Assesment). In addition to rubric assessment, student outcome attainment also was
measured based on course questionnaire is obtained from surveys conducted to
students. The objective of the survey is to collect student’s perception of himself or herself
towards attainment of each course. Students are given series of questions that related
to student outcome as well as courses. Two other survey namely graduate and employer
survey were also conducted to measure the outcomes and would be input for continous
improvement such as developing new and adaptive curriculum.
The attainment of student outcome use numerical score from 1 (poor) to 4 (excellent)
grading scale based on rubric assesment. If The attainment of student outcomes is less
than 2.5, the outcomes were considered to be not a good performing that still requires
improvements. Meanwhile if the attainment of student outcomes is greater than 2.5, they
were considered to be adequate, need to be maintained but can also be improved.
However, the improvement is discretionary based on faculty load.
For the 2013-2015 academic year, Env Eng implemented 11 student outcomes based on
abet criteria. In general, to reach PEO/APP, Env. Eng. program and staff must be
committed to continually measure the progress of students and the impact of resources
and services provided. In the initial review, Env Eng expected that the minimum level of
student outcomes achievement is met in between apprentice to proficient to match the
regulation of ITB. The measurable student outcomes needed to be aligned to PEO/APP
and benchmarks needed to be established. Then it was decided that the quantitative
student outcome is 2.5 (out of 4) as the minimum threshold of achievement. fulfillment
criteria/minimum treshold value is determined by faculty meetings based on Academic
Rules in ITB (Rector Decree ITB No: 609/It1.A/Per/2021. Article 37 Point 4 (Appendix
24))
a. an ability to apply knowledge of mathematics, science and engineering
Scientific expertise is one of student outcomes used to measure the achievement of PSO
# 1: "Having basic and skills to scientifically observe, identify, and problem-solving
approach in environmental engineering". Achievement for 3 years in general can be seen

6
in Figure 1.. The attainment for direct measure that is rubric assessment have passed
the threshold (above 2.5 out of 4) for 3 years. In 2013 achievement reach 2,87, but it
decrease slightly in 2015 to 2.85. In the next year (2015) was higher than before that were
3,38. Indirect measurements were conducted using course questioner, graduates survey
and employer survey. The attainment from course questioner have passed the threshold
(above 2.5 out of 4) for 3 years and tend to fluctuate. In 2013, the attainment reach 3.56,
but it decrease in 2015 until 3.12. In 2015 attainment increase to 3.27. The attainment
from graduate survey have passed the threshold (above 2.5 out of 4) for 2015 and 2015
but in 2013 still below the threshold, nevertheless the trend tend to increase. In 2013,
the attainment only 2.50, but it increase in 2015 until 2.81. In 2015 it also higher than
before that was 3.04. The attainment from employer survey in 2013 have passed the
threshold (above 2.75 out of 4) but in 2015 and 2015 still below the threshold and the
trend tend to decrease. In 2013, the attainment reach 2.81, but it decrease in 2015 until
2.61. In 2015 attainment decrease to 2.53.
Figure 1. Student Outcomes Attainment for a. an ability to apply knowledge of
mathematics, science, and engineering
The evaluation and action plan needed to improve the attainment of this student
outcomes are as follows:
1. The implementation of tutorial activity was conducted in accordance with the
allocation of time and load planned. Tutorial activities have been conducted in the
classroom and the overall presentation conducted continuously so that it can deepen
the understanding and communication skills of students.
0
0,5
1
1,5
2
2,5
3
3,5
4
a a a a
Rubric Assessment Course questionaire Graduate Survey Employer Survey
Outcomes
Attainment
a. an ability to apply knowledge of mathematics, science and
engineering
2013 2014 2015 Treshold Value (>2,5)

7
2. Multimedia props can already be used in the lecture and tutorial activity. In the next
year, the use of multimedia props is expected to be improved in both content and
frequency so that it can improve the understanding level of students about the
subjects.
3. The group assignment and the classification of groups that based on academic ability
is expected to improve the academic skills of each member so the result of tutorial
final score is evenly distributed.
4. The ability of individuals tends to be affected by the communication and cooperation
abilities among members of the group so that besides the classification by academic
ability, it also needs to consider the background of the students, for example from the
same year group.
5. The main problem in the implementation of the tutorial is its limited time so it can
disrupt the continuity of tutorial, especially at the beginning of the lecture. In the future,
it is expected that all responsible parties be involved in the tutorial scheduling for all
subjects.
6. Interventions of assistants in the execution of tasks that are too intensive and problem
sets that are too rigid can reduce the independence of students so that problem sets
that are able to develop students independence and creativity needs to be
rearranged.
In the future, tutorial will be planned so that each group will look for the problems in the
field of microbiology that correspond with real conditions more independently and conduct
analysis under the guidance of assistant where in this case the assistant only act as
advisor and measure the targets achievement of tutorial without limiting the idea of
students. Group assignments will be directed to team building with a several tools such
as portfolio, posters, mockups, and or multimedia that created in the group and the work
presentation
b. an ability to design and conduct experiments, as well as to analyze and
interpret data
Based on the rubric assesment as shown in Figure 2, the score were 3.18; 3.04 and
3.34, respectively. It has exceeded threshold value of 2.50. The graduate survey shows
that the alumni perception tend to increase (2.7; 2.93; 3.63). Furthermore, the employer
survey shows that the trends tend to increase (2.85; 2.73; 3.67). It means graduates have
matched with the user expectation or the user expectations are fullfiled with the graduates
ability.

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Figure 2 Student Outcomes Attainment for b. an ability to design and conduct
experiments, as well as to analyze and interpret data
Based on rubric assessment, there are some recommended actions comes from the
faculties to improve the achievement of student outcome such as improving tools and
laboratory facilities, upgrading of demo lab, periodic tutorial activities, evaluation of
experimental activities, change of courses and experiment content, module refurbishing,
upgrading of demo lab, as well as evaluation of experimental activities, especially for
Environmental Laboratory, Physical & Chemical Treatments and Environmental
Microbiology Courses. The faculties also recommend content modification and
enrichment of course content; moving class; collaborative learning; and continuous
learning for Biological Process & Engineering course. Integrated task (problem set); quiz;
remedial for low score test; student attendance; and read reference books should be
improved especially for Fluid Mechanics II, Fluid Mechanics I, Physical & Chemical
Treatments courses. Regarding the attainment resulting from course questionnaire,
graduate survey, and employer survey, the action plan is by organizing field trip to another
professional laboratory or accredited laboratory; improving tools and laboratory facilities
as well as laboratory assistant competency; and conducting periodic tutorial activities
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0,50
1,00
1,50
2,00
2,50
3,00
3,50
4,00
b b b b
Outcomes
Attainment
b. an ability to design and conduct experiments, as well as to
analyze and interpret data
2013 2014 2015 Treshold Value (>2,5)

9
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
The attainment of Design Abilities Student Outcome based on rubric assesment (see
Figure 3) has exceeded threshold value (above 2.5 out of 4) for 3-years assessment as
follow: 2013 - 3.30; 2015 – 3.16; 2015 – 3,47. The attainment of Design Abilities Student
Outcome based on indirect meaurement is varied. Results from course questionnaire
have been met the threshold for 3-years assessment as follow: 2013 - 3.70; 2015 – 3.85;
2015 – 3.34, even higher than direct measurement. In addition, the attainment resulting
from graduates survey above the threshold as follow: 2013 - 2.50; 2015 – 2.79; 2015 –
3.63. However, the attainment resulting from employer survey is varied as follow: 2013 -
2.70; 2015 – 2.40; 2015 – 3.44.
Figure 3 Student Outcomes Attainment for 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
The faculties who involved in design abilities student outcome team has reviewed the
attainment and has made recommendations for changes in the next academic year.
Based on attainment of student outcome, the faculties concludes that students are:
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0,50
1,00
1,50
2,00
2,50
3,00
3,50
4,00
c c c c
Outcomes
Attainment
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
2013 2014 2015 Treshold Value (>2,5)

10
a) lack of technical drawing skill;
b) merely show their abilities in designing system and calculating design plan; and
c) have not been well-understand multiple constraints in design.
Even though the attainment has been met, it is necessary to provide example of case
studies in order to improve individual work intensity regarding the introduction-level of
courses. In addition, for reinforce-level of courses, it is necessary to improve teaching
system with problem based learning and collaborative learning in order to overcome
student’s motivation problem.
d. an ability to function on multidisciplinary teams
Rubric assessment (Figure 4) for the first 3 years results in the value of 3.62, 3.44, 3.63
(threshold value>2.50). In general, the measured student outcomes for all courses are
satisfactory. there was an increased results of questionnaires from the user and the
alumni survey from the year 2013 to the year 2014 and 2015. This suggests that
graduates’ ability met the expectations of users gradually. Meanwhile, graduates’
understanding in subjects related to these student outcomes had increased. This means
that the students had a greater understanding about the content of the courses.
Figure 4 Student Outcomes Attainment for d. an ability to function on
multidisciplinary teams
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0,50
1,00
1,50
2,00
2,50
3,00
3,50
4,00
d d d d
Outcomes
Attainment
d. an ability to function on multidisciplinary teams
2013 2014 2015 Treshold Value (>2,5)

11
Based on the direct measurement, the faculty member who belong to a team teaching to
review the collected questionnaire data in the previous years and make recommendation
to improve the achievement in next academic year. The recommendations to change are
providing more exercise more and more detailed evaluations, recruiting assistant, limiting
classes’ size (ideally one class is consist of 30 PEO/APPple) and last, forming an
evaluation team of Field Work to be 3 classes for each year. In addition, based on the
indirect measurement, recommendation to increase the outcome are having more
teamwork task such as group assignment or report, group discussion and presentation.
e. an ability to identify, formulate, and solve engineering problems
The attainment of Problem Solving Student Outcome based on rubric assessment
(Figure 5) has exceeded threshold value (above 2.5 out of 4) for 3-years assessment as
follow: 2013 - 3.35; 2014 – 2.88; 2015 – 3.38. However, based on the rubric assessment,
the values from year 2013 to 2015 are varied. Based on the course questionaire chart
(Figure 5), most of students’ marks have exceeded threshold value (above 2.5). In
addition, the attainment resulting from graduates survey above the threshold as follow:
2013 - 2.50; 2015 – 2.82; 2015 – 3.63. However, the attainment resulting from employer
survey is varied as follow: 2013 - 2.85; 2015 – 2.89; 2015 – 3.33. Therefore, based on
graduate survey and employer survey, the graduate can achieve and meet the
requirements for solving engineering problems from the employer.
Figure 5 Student Outcomes Attainment for e. an ability to identify, formulate, and
solve engineering problems
0,00
0,50
1,00
1,50
2,00
2,50
3,00
3,50
4,00
e e e e
Outcomes
Attainment
e. an ability to identify, formulate, and solve engineering
problems
2013 2014 2015 Treshold Value (>2,5)

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The faculties who is involved in problem solving student outcome have discussed that it
is necessary to improve students’ motivation and engagement (i.e. more active class)
through the improvement of syllabus as well as enrichment and updating of courses’
materials. In addition, it is required to make available up-to-date textbooks, especially for
design courses. Students are expected to be more active and motivated during lectures,
such as through reading assignments, discussions, and other assignments. More of
student-centered and collaborative learning methods, in which are based on students’
active engagement (active class) and especially for design courses, are also expected to
be adopted. Furthermore, students should be consistent in note-takings related to
materials given in the classes.
Based on student’s attainment resulting from indirect measurement, the faculties
concludes that it is important to improve the achievement of students. Therefore, it is
necessary to interact with the real-world conditions to improve the mastery levels of
courses’ materials, because there are issues related to individual practices and the
attainment of the problem solving student outcomes through design courses
f. an understanding of professional and ethical responsibility
Based on the student outcomes attainment chart (Figure 6), most of students’ marks
have exceeded threshold value (above 2.5). However, based on the rubric assessment,
the values from year 2013 to 2015 were varied. From rubric, course questionnaire,
employer survey, graduate survey assessment, the attainment of student outcomes
received a sufficient result (higher than 2.5). the score of attainment from rubric
assessment for 3-years assessment rose gradually as follow: 2013 - 3.6; 2014 – 3.27;
2015 – 3.52. The same patterns were observed for course questionnaire, employer
survey, graduate survey assessment. the attainment resulting from graduates survey
were above the threshold as follow: 2013 - 2.7; 2015 – 2.86; 2015 – 3.36. Then, the
attainment resulting from employer survey was varied as follow: 2013 – 3.17; 2015 – 2.83;
2015 – 3.33

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Figure 6 Student Outcomes Attainment for f. an understanding of professional
and ethical responsibility
It would be recommended to give broaden both technical and practical implementation of
professional responsibility and ethics in engineering, also to improve the attainment,
some actions are needed; which are:
1. guest lecture series to broaden both technical and practical implementation of
responsibility and ethics in engineering ;
2. problem-based learning to the latest professional responsibility and ethics
problem (study case); and
3. course content enrichment regarding role and responsibility of environmental
engineering either in government and/or private institutions.
g. an ability to communicate effectively
Based on rubric assessment, the score has exceeded threshold value as follow: 2013 -
3.82; 2014 - 3.86; 2015 - 3.86 (see Figure 7) and showed relatively not too different score.
Course questionnaire shows a higher score than the threshold value (4.00; 3.88; 3.31),
but the value tends to decrease in the past three years. Fresh graduate survey shows
that the score is increasing in past two within last three years (2.70; 2.87; 3.18). It shows
the graduates were satisfied and confident about the process of learning that has passed.
Based on the employer survey shown that the trends increased in past three years and
the score reached slightly above the threshold value for the year 2014 (2.94; 2.58; 3.44).
It suggests that graduates had few shortcomings according to the users. It means
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0,50
1,00
1,50
2,00
2,50
3,00
3,50
4,00
f f f f
Outcomes
Attainment f. an understanding of professional and ethical responsibility
2013 2014 2015 Treshold Value (>2,5)

14
graduates have not matched with the user expectation or the user expectation higher than
the graduates.
Figure 7 Student Outcomes Attainment for g. an ability to communicate
effectively
Based on rubric assessment, the action plan consists of more textbooks to be provided,
academic writing and presentation technique should be delivered to students before 4th
grade. Based on course questionnaire, graduate survey, and employer survey, the action
plan needed such as guest lecture involving practitioners, should be held more frequent
for the related courses. Faculties also have to give adequate opportunities for students to
actively discuss and make a good presentation. Other recommendations which can
support the improvement ofthis student outcome achievement is as follows:
1. More textbooks, which have been listed or read during finishing the seminar
and Final Task, should be well documented.
2. More analytical equipment to be provided.
3. Specific topics of Field Work to be improved and thus it can be matched with
topics in the field.
4. A theater room and a round table room are required.
h. the broad education necessary to understand the impact of engineering
solutions in a global, economic, environmental, and societal context
it indicates that the attainment of student outcome from the rubric and the course
questionnaire are relatively higher than the attainment from the graduates survey and the
employer survey. The attainment of Understanding of Engineering Impact, outcome have
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1,00
1,50
2,00
2,50
3,00
3,50
4,00
g g g g
Outcomes
Attainment
g. an ability to communicate effectively
2013 2014 2015 Treshold Value (>2,5)

15
exceeded the threshold (above 2.5 out of 4) for 3-years assessment from rubric
assessment as follow: 2013 – 3.54; 2015 – 3.46; 2015 – 3.56. The attainment of
Understanding of Engineering Impact, outcome have exceeded the threshold (above 2.5
out of 4) for 3-years (Course Questionnaire and Employer Survey) and for last year
(Graduate Survey) assessment from :
1. Course Questionnaire : 2013 – 3.31; 2015 – 2.81; 2015 – 3.43
2. Graduates Survey : 2013 – 2.40; 2015 – 2.69; 2015 – 3.36
3. Employer Survey : 2013 – 2.95; 2015 – 3.07; 2015 – 3.33
Figure 8 Student Outcomes Attainment for h. the broad education necessary to
understand the impact of engineering solutions in a global, economic,
environmental, and societal context
In order to increase internal achievement, it is necessary to improve quality of the courses.
The improvement should appoint to:
1. the content of the course;
2. the assignment consisting short assignments and long (semester) assignments;
3. application to the related subjects; and
4. field visit
Project-based learning as a method to deliver the content of the course should be
adopted. For each semester, it is necessary to create assignment related to project-based
learning. The assignment is conducted in-group to allow peer teaching among students.
In addition, the project must describe the condition in a real locations while the data could
be made up differently for each group. Students should calculate tangible and intangible
advantages from the development of built environment such as green space. Intangible
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1,50
2,00
2,50
3,00
3,50
4,00
h h h h
Outcomes
Attainment
h. the broad education necessary to understand the impact of
engineering solutions in a global, economic, environmental, and
societal context
2013 2014 2015 Treshold Value (>2,5)

16
advantages could be improving air quality and lowering stress level among residents so
that it reduces health-care cost as well as increases human productivity. The study case
should also consider the mdgs target.
i. a recognition of the need for, and an ability to engage in life-long learning
The score exceeded threshold value (2013 - 3.95; 2014 - 3.94; 2015 - 3.97) and the trend
in past two years tended to increase. Course questionnaire shown a high score more than
the threshold value (3.29; 3.68; 3.38) and the value changed in past three years. Fresh
graduate survey shown that the score is increasing in past two years within last three
years (3.10; 3.23; 3.27). The students were satisfied and confident about the process of
learning that has passed. Based on the employer survey described that the trends tend
to increase in past two years and the score exceeded the threshold value for the three
year period (3.55; 3.18; 3.22). The outcome attainment was shown by Figure 9.
Figure 9 Student Outcomes Attainment for i. a recognition of the need for, and an
ability to engage in life-long learning
Improve discussion on location of Field Work with the supervisor so that the learning
process can be carried out intensively, The topic of Final Task can have more variety,
include the recent issues related to the topic of design and research in accordance with
Environmental Engineering, Increase the frequency of discussions/tutorials between
students with their supervisors. Necessary to have an initial meeting before Field Work
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1,50
2,00
2,50
3,00
3,50
4,00
i i i i
Outcomes
Attainment
i. a recognition of the need for, and an ability to engage in life-
long learning
2013 2014 2015 Treshold Value (>2,5)

17
have been started in order to understand the learning aspects during the process of Field
Work. This initial meeting conducted by coordinator of Field Work and lecturer(s) who
teach the related subject to the topic of Field Work. Also, students should improve the
reading habit of textbooks and use these text books as references in the report of the
Final Task.
j. a knowledge of contemporary issues
The attainment of Contemporary Issue Outcome based on rubic assessment (see Figure
10) has exceeded the threshold (above 2.5 out of 4) for 3-years assessment as follow:
2013 - 3.37; 2014 – 3.21; 2015 - 3.5. Based on course questionnaire, the attainment of
contemporary issue outcome had a very high value as follow: 2013 - 3.61; 2014 – 3.68;
2015 - 3.43. Based on graduate survey, the attainment of contemporary issue outcome
is increasing within three years as follow: 2013 – 2.40; 2015 – 2.77; 2015 - 3.05. Based
on employer survey, the value is slightly decreasing, but it is still higher than threshold
value. Generally, the graduates are satisfied with the process they had during their
studies. During 2013 – 2016, the trend was increasing based on the questionnaire. Based
on course rubric, the results were also quite promising; the students’ achievement level
exceeded the treshold value for three consecutive years. However, the graduate and
employers’ point of view described that there was slight decrement for students’
understanding on contemporary issues.
Figure 10 Student Outcomes Attainment for j. a knowledge of contemporary
issues
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0,50
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1,50
2,00
2,50
3,00
3,50
4,00
j j j j
Outcomes
Attainment
j. a knowledge of contemporary issues
2013 2014 2015 Treshold Value (>2,5)

18
The action plan needed to improve the achievement of the student outcome is there
should be a point to measure contemporary issues during the students’ fieldwork.
Students should be able to show new knowledge on the actual issues in the field and they
are also able to present it in the report as well as in the presentation. Faculties also have
to enrich contemporary issues in every number mid and final test questions. Increasing
course quality content through improvement of syllabus should be done. Enrichment class
discussion and presentation about contemporary issue also will improve the achievement
of this outcome.
k. an ability to use the techniques, skills, and modern engineering tools
necessary for engineering practice.
Based on rubric assessment as shown in Figure 11, student attainment has exceeded
threshold value for three year assessment (2013 - 3.27; 2014 – 2.94; 2015 – 3.36),.
Course questionnaire shown a high score more than the threshold value (3.69; 3.30;
3.71), and the value tended to increase in this year. Although, fresh graduate survey for
the year 2013 reached slightly past the threshold value (2.5), but fresh graduate survey
shows that the score was increasing in past three years (2.50; 2.83; 3.27) and has
exceeded threshold value for the past three years. Based on the employer survey, the
trends tended to increase in past three years (2.89; 3.05; 3.5). It suggests that graduates
have many shortcomings according to the users. It means graduates have not matched
with the user expectation or the user expectation higher than the graduates.

19
Figure 11 Student Outcomes Attainment for k. an ability to use the techniques,
skills, and modern engineering tools necessary for engineering practice.
lectures have already been executed properly following the syllabus and lectures unit
(SAP) that has been assigned to the curriculum in 2013, with an adjustment to recent
conditions. The number of course credits is three credits that consist of two credits face-
to-face lectures and one credits (equal 3 hours) laboratory activities. Numbers of face-to-
face lectures are 14 meetings, 11-weeks laboratory activities, a midterm examination, and
a final examination. In addition, students are expected to read more references. To
encourage students to study before classes, quizzes need to be held several times before
classes. In addition, evaluation needs to be held at the end of classes in order to assess
students’ understanding of the class material.
Conclusion
Student outcomes attainment had been measured and evaluated based on treshold value
for three-year assessment (2013, 2014, and 2015). The action plans were also explained
and implemented to improve the student outcomes attainment. Table 1 described the
conclusion of Student Outcomes Attainment in 2013-2015.
Table 1. Conclusion of Student Outcomes Attainment in 2013-2015
Assessment
Student
outcomes
Treshold
Value
(>2,5)
Academic Year Conclusion
2013 2014 2015 2013 2014 2015
Rubric
Assessment
a 2,5 2,87 2,85 3,38 complied complied complied
b 2,5 3,18 3,04 3,34 complied complied complied
0,00
0,50
1,00
1,50
2,00
2,50
3,00
3,50
4,00
k k k k
Outcomes
Attainment k. an ability to use the techniques, skills, and modern engineering tools
necessary for engineering practice.
2013 2014 2015 Treshold Value (>2,5)

20
Assessment
Student
outcomes
Treshold
Value
(>2,5)
2013 2014 2015 2013 2014 2015
c 2,5 2,87 2,85 3,38 complied complied complied
d 2,5 3,18 3,04 3,34 complied complied complied
e 2,5 3,30 3,16 3,47 complied complied complied
f 2,5 3,62 3,44 3,63 complied complied complied
g 2,5 3,35 2,88 3,39 complied complied complied
h 2,5 3,60 3,27 3,51 complied complied complied
i 2,5 3,82 3,86 3,86 complied complied complied
j 2,5 3,54 3,46 3,56 complied complied complied
k 2,5 3,95 3,94 3,97 complied complied complied
Course
questionaire
e 2,5 3,70 3,85 3,34 complied complied complied
Graduate
Survey
c 2,5 2,50 2,81 3,63
not
complied
complied complied
e 2,5 2,50 2,79 3,63
not
complied
complied complied
f 2,5 2,40 2,73 3,27
not
complied
complied complied
g 2,5 2,50 2,82 3,63
not
complied
complied complied
j 2,5 2,40 2,69 3,36
not
complied
complied complied
Employer
Survey
a 2,5 2,40 2,70 3,36
not
complied
complied complied
b 2,5 2,50 2,83 3,27
not
complied
complied complied

21
Assessment
Student
outcomes
Treshold
Value
(>2,5)
2013 2014 2015 2013 2014 2015
e 2,5 2,70 2,40 3,44 complied
not
complied
complied

22
Program Student Outcomes Assessment Report
For the 2016-2020 academic year, Env Eng implemented 7 student outcomes based on
new cycle abet criteria and new curricula for Env Eng. In general, to reach PEO/APP,
Env. Eng. program and staff must be committed to continually measure the progress of
students and the impact of resources and services provided. In the initial review, Env Eng
expected that the minimum level of student outcomes achievement is met in between
apprentice to proficient to match the regulation of ITB. The measurable student outcomes
needed to be aligned to PEO/APP and benchmarks needed to be established. Then it
was decided that the quantitative student outcome is 63 (out of 100) as the minimum
threshold of achievement. fulfillment criteria/minimum treshold value is determined by
faculty meetings based on Academic Rules in ITB (Rector Decree ITB No:
609/It1.A/Per/2021. Article 37 Point 4 (Appendix 24)). Since 2019, Env Eng ITB has 2
class namely regular class and international class. Both class were assessed using same
standard and methods.
Student outcome attainment based on rubric assessment represents achievement of
students in each course using LOATL (http://167.205.57.186/loatl/login and see
Appendix: LOATL). The achievement of students is resulted from lecturer’s assessment
that represents certain student outcome. Afterward, the attainment of each student
outcome is obtained from average number of entire courses with some weighting in the
calculation based on cognitive level of courses (Appendix: SOP Outcomes
Assesment). In addition to rubric assessment, student outcome attainment also was
measured based on course questionnaire is obtained from surveys conducted to
students. The objective of the survey is to collect student’s perception of himself or herself
towards attainment of each course. Students are given series of questions that related
to student outcome as well as courses. Two other survey namely graduate and employer
survey were also conducted to measure the outcomes and would be input for continous
improvement such as developing new and adaptive curriculum.
The new attainment of student outcome is different with previous cycle and use numerical
score from 0 (poor) to 100 (excellent) grading scale based on rubric assesment. If The
attainment of student outcomes is less than 63, the outcomes were considered to be not
a good performing that still requires improvements. Meanwhile if the attainment of student
outcomes is greater than 63, they were considered to be adequate, need to be maintained
but can also be improved. However, the improvement is discretionary based on faculty
load.

23
1. Ability to identify, formulate, and solve environmental problems by applying the
principles of engineering, science, and mathematics.
The attainment of ability to identify, formulate, and solve environmental problems by
applying the principles of engineering, science, and mathematics outcome based on rubic
assessment has exceeded the threshold (above 63 out of 100) for 4-years assessment
as follow: 2016 – 85.4; 2017 – 88.86; 2018 -69.97 ; 2019 (reguler) – 70.95; 2019
(international) – 73.13. Based on course questionnaire, the attainment of this outcome
has a very high value as follow: 2016 - 82.95 ; 2017- 89.19; 2018 - 84.36; 2019
(reguler) - 87.78; 2019 (international) - 84.85. Based on graduate survey, the attainment
of within five years as follow: 2016 - 86.90 ; 2017 - 83.97, meanwhile 2018, 2019, and
2020 have not assessed yet because they have not graduated yet. Based on employer
survey, the value is slightly decreasing, but it is still higher than threshold value. It
suggests that graduates few shortcomings according to the users. It means graduates
have not matched with the user expectation or the user expectation higher than the
graduates. Figure 12 below shows the attainment of outcomes no 1.
Figure 12 Student Outcomes Attainment for 1. Ability to identify, formulate, and
solve environmental problems by applying the principles of engineering, science,
and mathematics.
There are needed several improvements. For some lectures of subject that related with
this outcomes need to be conducted appropriately with schedule and need to coordination
with lecturer. Generally, the lectures has implemented well. However, in terms of
0
10
20
30
40
50
60
70
80
90
100
1 1 1 1
1. Ability to identify, formulate, and solve environmental problems by
applying the principles of engineering, science, and mathematics.
2016 2017 2018 2019 (Reguler)
2019 (Internasional) 2020 (Reguler) 2020 (Internasional) Treshold Value (>63)

24
student’s self-learning was perceived still deficient. The actual credit system for self-
learning has not been done by the students. The students have not used homework
assignment as structured learning methods. Moreover, there are only a few students who
want to read reference books presented during lectures. It causes the delivery of course
content relatively slow. students seem quite interested in the subject although they must
have a high endurance because during the lectures they are required to solve some
problems, which requires many calculations with the aid of a calculator.
The approach pattern of course content delivery was not sufficiently adaptive to the
needs. In addition, the student basic knowledge quite diverse. Nevertheless, the form of
course content was vary and good enough. Although the subjects have not been done
completely (100%) as expected, there has been begun two-way dialogue for some of
course content that was taught. In some parts of courses contents that require complex
calculations, students seem quite enthusiastic to ask. In general, because the course
contents much discuss technical problems, the students showed their interest and
curiosity so the discussion going well. In the workmanship exercise, students were asked
to come forward to see how far they understand the material being taught.
recommendations which can support the improvement of this student outcome attainment
are as follows:
1. Improvement action
Generally, enrichment of course content with up-to-date real problems or cases. In
addition, students are expected to read more references. In addition, evaluation
needs to be done at the end of the class to find out how the students understand
the material of the class.
2. Methodology improvement
For several subjects, improved delivery method of the course content is needed.
Student centered learning, self-evaluation and schedule synchronization are also
need to be improved especially for the subject that implement assistance activity.
3. Need to include more case studies as part of learning in the classroom so that
students can better understand scientific expertise aspects from the practical
side.The inclusion of more given case study is expected to support the intensive
discussion process so that teaching and learning activities become more active.
4. The improvements of delivery method also very necessary to bridge the gap
between scientific-based materials (textbook oriented) with an understanding of
individual students. This improvement is expected to improve the application of
science and its application in the real world. Retrofitting the delivery methods,
primarily on the class materials and references to increase student participation
and interaction during class. The satisfactory benefits for students during study
indicates the discrepancy among motivation, effort and the method used by the
student to understand the lecture. It means that the student understanding seems
to be delayed resulting in less satisfying Final Exam’s marks.

25
5. The development of teaching materials based on student centered learning and
collaborative learning. Other approaches beside teaching material also need to be
more varied with textbook comprehension as well as providing integrated tasks in
order to improve the practical skills in using equations, a particular method or
approach in a number of different problems sets.
2. Ability to apply analysis and synthesis in producing engineering designs needed
in environmental conservation by considering public health, security and welfare
as well as global, cultural, social, environmental and economic factors.
The attainment of Ability to apply analysis and synthesis in producing engineering designs
needed in environmental conservation by considering public health, security and welfare
as well as global, cultural, social, environmental and economic factors outcome based on
rubic assessment has exceeded the threshold (above 63 out of 100) for 4-years
assessment as follow: 2016 – 87.59; 2017 – 92.80; 2018 - 67.77 ; 2019 (reguler) –0; 2019
(international) – 0 ; 2020 (reguler) – 0; 2020 (international) - 0. Based on course
questionnaire, the attainment of design outcome has a very high value as follow: 2016 –
82.46 ; 2017- 90.97; 2018 – 87.36; 2019 (reguler) –0; 2019 (international) – 0 ; 2020
(reguler) – 0; 2020 (international) - 0.. Based on graduate survey, the attainment of within
five years as follow: 2016 – 86.90 ; 2017 – 83.97. The trend are varied although the value
is still higher than treshold because the students of 2018,2019, and 2020 have not
assessed whole yet due to not taken all the subject and not graduated yet. Figure 13
below shows the attainment of outcomes no 2.

26
Figure 13 Student Outcomes Attainment for 2. Ability to apply analysis and
synthesis in producing engineering designs needed in environmental
conservation by considering public health, security and welfare as well as global,
cultural, social, environmental and economic factors.
It is necessary to implement problem-based learning methods such as providing real
object or location for major assignment in design courses. In addition, the involvement of
practitioners is necessary, either as guest lecturers or in the assessment process, in order
to improve the student’s understanding of multiple economic, social, and ethic constraints
as well as operation & maintenance. The lectures has been implemented in accordance
to syllabus and SAP in curriculum 2019. Supervision can help students to solve the
problems discussion in a team during design process. To elaborate the knowledge,
students were asked to discuss with their team and defense their design in the end of
semester. Although it is still imperfect, the design process have already taken place as
expected such as implementing the criteria design, selecting some design alternatives
and explaining the design well in a team. Furthermore, students start to discuss about
recent issues especially conditions to reach the SDGs and their constraints.
3. Ability to communicate effectively with various parties regarding water, air, and
land environmental problems and the technology needed to solve them.
The attainment of Ability to apply analysis and synthesis in producing engineering designs
needed in environmental conservation by considering public health, security and welfare
as well as global, cultural, social, environmental and economic factors outcome based on
0
20
40
60
80
100
2 2 2 2
Outcomes
Attainment 2. Ability to apply analysis and synthesis in producing engineering designs
needed in environmental conservation by considering public health,
security and welfare as well as global, cultural, social, environmental and
economic factors.
2016 2017 2018 2019 (Reguler)

27
rubic assessment has exceeded the threshold (above 63 out of 100) for 4-years
assessment as follow: 2016 – 95.40; 2017 – 96.40; 2018 - 0 ; 2019 (reguler) – 0; 2019
(international) – 0 ; 2020 (reguler) – 0; 2020 (international) - 0. Based on course
questionnaire, the attainment of communication outcome has exceed the treshold as
follow: 2016 – 81.11; 2017- 88.47; 2018 – 0; 2019 (reguler) –0; 2019 (international) – 0 ;
2020 (reguler) – 0; 2020 (international) - 0. Based on graduate survey, the attainment of
within five years as follow: 2016 – 71.43 ; 2017 – 76.28. Then based on employer survey,
the attainment of within five years as follow: 2016 – 79.17; 2017 – 83.33. Meanwhile
2018,2019, and 2020 have not assessed yet because they have not taken the subject
and graduated. The trend is increasing therefore it illustrates that the communication skill
of Env Eng Student is better than previous year . Figure 14 below shows the attainment
of outcomes no 3.
Figure 14 Student Outcomes Attainment for 3. Ability to communicate effectively
with various parties regarding water, air, and land environmental problems and
the technology needed to solve them.
Based on rubric assessment, the action plan consists of more textbooks to be provided,
academic writing and presentation technique should be delivered to students before 4th
grade. Based on course questionnaire, graduate survey, and employer survey, the action
plan needed such as guest lecture involving practitioners, should be held more frequent
for the related courses. Faculties also have to give adequate opportunities for students to
actively discuss and make a good presentation. Other recommendations which can
support the improvement ofthis student outcome achievement is as follows:
0
20
40
60
80
100
3 3 3 3
Outcomes
Attainment
3. Ability to communicate effectively with various parties regarding water,
air, and land environmental problems and the technology needed to solve
them.
2016 2017 2018 2019 (Reguler)

28
- Students should improve the communication skill, which can be enriched by
having more textbooks to be read as references.
- Supporting facility including location/space for doing activities
- Most class discussion is in two ways, but students tend to be passive for not
giving comments or opinions therefore group discussion needs round table or
making schedule for Planary and QnA Session in order to get maximum
presentation skill.
- As the method of delivering the content of the lecture is project-based learning,
presentation skill is very important for defending their opinions.
4. Ability to apply ethical and professional responsibilities through consideration of
the issue of environmental degradation and the impact of a technology on the
environment locally, regionally, and globally, including social and economic
aspects.
The attainment of Ability to apply ethical and professional responsibilities through
consideration of the issue of environmental degradation and the impact of a technology
on the environment locally, regionally, and globally, including social and economic
aspects outcome based on rubic assessment has exceeded the threshold (above 63 out
of 100) for 4-years assessment as follow: 2016 – 89.48; 2017 – 92.88; 2018 – 75.88 ;
2019 (reguler) – 74.22; 2019 (international) – 78.07 ; 2020 (reguler) – 0; 2020
(international) - 0. Based on course questionnaire, the attainment of ethics and
professional responsibilities outcome has exceed the treshold as follow: 2016 – 86.57;
2017- 89.82; 2018 – 89.25; 2019 (reguler) – 92.63; 2019 (international) – 97.50 ; 2020
(reguler) – 0; 2020 (international) - 0. Based on graduate survey, the attainment of within
five years as follow: 2016 – 77.38 ; 2017 – 80.13. Then based on employer survey, the
attainment of within five years as follow: 2016 – 79.17; 2017 – 75.00. Meanwhile 2018,
2019, and 2020 have not whole assessed yet because they have not taken all the subject
and graduated. The trend is varied however it still exceeds the treshold therefore it needs
some improvement to increase the student’s ability in ethics and professional outcomes
while they are considering the constraints in environment. Figure 15 below shows the
attainment of outcomes no 4.

29
Figure 15 Student Outcomes Attainment for 4. Ability to apply ethical and
professional responsibilities through consideration of the issue of environmental
degradation and the impact of a technology on the environment locally,
regionally, and globally, including social and economic aspects.
To give broaden both technical and practical implementation of professional responsibility
and ethics in engineering, also to improve the attainment, some actions are needed,
which are:
1. guest lecture series to broaden both technical and practical implementation of
responsibility and ethics in engineering;
2. Project-based learning as a method to deliver the content of the course should
be adopted and problem-based learning applies to the latest professional
responsibility and ethics problem (study case). For each semester, it is
necessary to create assignment related to project-based learning. The
assignment is conducted in-group to allow peer teaching among students. In
addition, the project must describe the condition in a real locations while the
data could be made up differently for each group
3. course content enrichment regarding role and responsibility of environmental
engineering either in government and/or private institutions
0
10
20
30
40
50
60
70
80
90
100
4 4 4 4
Outcomes
Attainment 4. Ability to apply ethical and professional responsibilities through
consideration of the issue of environmental degradation and the impact of
a technology on the environment locally, regionally, and globally, including
social and economic aspects.
2016 2017 2018 2019 (Reguler)

30
5. Ability to work effectively in a team by prioritizing leadership to create
collaborative and comprehensive conditions in setting goals, targets, and plans
needed to manage the environment for reducing degradation and increasing
conservation.
The attainment of Ability to work effectively in a team by prioritizing leadership to create
collaborative and comprehensive conditions in setting goals, targets, and plans needed
to manage the environment for reducing degradation and increasing conservation
outcome based on rubic assessment has exceeded the threshold (above 63 out of 100)
for 4-years assessment as follow: 2016 – 91.33; 2017 – 92.80; 2018 – 77.38 ; 2019
(reguler) – 78.49; 2019 (international) – 34.74 ; 2020 (reguler) – 0; 2020 (international) -
0. Based on course questionnaire, the attainment of teamwork outcome has exceed the
treshold as follow: 2016 – 83; 2017- 89.04; 2018 – 88.01; 2019 (reguler) – 91.17; 2019
(international) – 91.25 ; 2020 (reguler) – 0; 2020 (international) - 0. Based on graduate
survey, the attainment of within five years as follow: 2016 – 76.38 ; 2017 – 80.13. Then
based on employer survey, the attainment of within five years as follow: 2016 – 79.17;
2017 – 75.00. Meanwhile 2018, 2019, and 2020 have not whole assessed yet because
they have not taken all the subject and graduated. The trend is varied however it still
exceeds the treshold therefore it needs some improvement to increase the student’s
ability in working as team. Figure 16 below shows the attainment of outcomes no 5.

31
Figure 16 Student Outcomes Attainment for 5. Ability to work effectively in a team
by prioritizing leadership to create collaborative and comprehensive conditions in
setting goals, targets, and plans needed to manage the environment for reducing
degradation and increasing conservation.
The recommendations to change are providing more exercise more and more detailed
evaluations, recruiting assistant, limiting classes’ size (ideally one class is consist of 30
PEO/APPple) and last, forming an evaluation team of Field Work to be 3 classes for each
year. In addition, based on the indirect measurement, recommendation to increase the
outcome are having more teamwork task such as group assignment or report, group
discussion and presentation. For each semester, it is necessary to create assignment
related to project-based learning. The assignment is conducted in-group to allow peer
teaching among students
6. Ability to identify problems, develop and conduct experiments, analyze and
interpret data, and use judgment to draw conclusions in the field of environmental
conservation
The attainment of Ability to identify problems, develop and conduct experiments, analyze
and interpret data, and use judgment to draw conclusions in the field of environmental
conservation outcome based on rubic assessment has exceeded the threshold (above
63 out of 100) for 4-years assessment as follow: 2016 – 84.04; 2017 – 88.43; 2018 –
0
10
20
30
40
50
60
70
80
90
100
5 5 5 5
Outcomes
Attainment 5. Ability to work effectively in a team by prioritizing leadership to create
collaborative and comprehensive conditions in setting goals, targets, and
plans needed to manage the environment for reducing degradation and
increasing conservation.
2016 2017 2018 2019 (Reguler)

32
72.94 ; 2019 (reguler) – 74.94; 2019 (international) – 74.57 ; 2020 (reguler) – 0; 2020
(international) - 0. Based on course questionnaire, the attainment of experiment outcome
has exceed the treshold as follow: 2016 – 84.25; 2017- 89.36; 2018 – 83.74; 2019
(reguler) – 86.95; 2019 (international) – 84.32; 2020 (reguler) – 0; 2020 (international) -
0. Based on graduate survey, the attainment of within five years as follow: 2016 – 83.33
; 2017 – 85.90. Then based on employer survey, the attainment of within five years as
follow: 2016 – 83.33; 2017 – 75.00. Meanwhile 2018, 2019, and 2020 have not whole
assessed yet because they have not taken all the subject and graduated. The trend is
varied however it still exceeds the treshold therefore it needs some improvement to
increase the student’s ability in experiments. Figure 17 below shows the attainment of
outcomes no 6.
Figure 17 Student Outcomes Attainment for 6. Ability to identify problems,
develop and conduct experiments, analyze and interpret data, and use judgment
to draw conclusions in the field of environmental conservation.
There are some recommended actions comes from the faculties to improve the
achievement of student outcome such as
1. improving tools and laboratory facilities, upgrading of demo lab, periodic tutorial
activities, evaluation of experimental activities, change of courses and experiment
content, module refurbishing, upgrading of demo lab, as well as evaluation of
experimental activities.
0
20
40
60
80
100
6 6 6 6
Outcomes
Attainment
6.Ability to identify problems, develop and conduct experiments, analyze
and interpret data, and use judgment to draw conclusions in the field of
environmental conservation
Title
2016 2017 2018 2019 (Reguler)

33
2. The content modification and enrichment of course content; moving class;
collaborative learning; and continuous learning
3. Integrated task (problem set); quiz; remedial for low score test; student attendance;
and read reference books should be improved.
4. Organizing field trip to another professional laboratory or accredited laboratory;
improving tools and laboratory facilities as well asl aboratory assistant
competency; and conducting periodic tutorial activities
5. Students are required to conduct experiment individually as well as collectively
within a group and discuss the problems that faced in the experiment. During
exercises, students were asked to move forward the class to see they understand
the material being taught
7. Awareness of the need for continuous learning to enrich knowledge and apply
it, evaluate, integrate, and apply this knowledge appropriately in accordance with
the development
The attainment of Ability to identify problems, develop and conduct experiments, analyze
and interpret data, and use judgment to draw conclusions in the field of environmental
conservation outcome based on rubic assessment has exceeded the threshold (above
63 out of 100) for 4-years assessment as follow: 2016 – 98.04; 2017 – 100; 2018 – 72.11
; 2019 (reguler) – 75.20; 2019 (international) – 78.33 ; 2020 (reguler) – 0; 2020
(international) - 0. Based on course questionnaire, the attainment of continous learning
outcome has exceed the treshold as follow: 2016 – 83.86; 2017- 91.18; 2018 – 88.54;
2019 (reguler) – 91.38; 2019 (international) – 93.25; 2020 (reguler) – 0; 2020
(international) - 0. Based on graduate survey, the attainment of within five years as follow:
2016 – 83.33 ; 2017 – 87.18. Then based on employer survey, the attainment of within
five years as follow: 2016 – 79.17; 2017 – 83.33. Meanwhile 2018, 2019, and 2020 have
not whole assessed yet because they have not taken all the subject and graduated. The
trend is increasing however it still exceeds the treshold therefore it needs some
improvement to increase the student’s ability in continous learning. Figure 18 below
shows the attainment of outcomes no 7.

34
Figure 18 Student Outcomes Attainment for 7. Awareness of the need for
continuous learning to enrich knowledge and apply it, evaluate, integrate, and
apply this knowledge appropriately in accordance with the development
There are some recommended actions comes from the faculties to improve the
achievement of student outcome such as
1. Improving discussion on location of Field Work with the supervisor so that the
learning process can be carried out intensively.
2. The topic of Final Task can have more variety, include the recent issues related to
the topic of design and research in accordance with Environmental Engineerin.
3. Increasing the frequency of discussions/tutorials between students with their
supervisors.
4. Necessary to have an initial meeting before Field Work have been started in order
to understand the learning aspects during the process of Field Work. This initial
meeting conducted by coordinator of Field Work and lecturer(s) who teach the
related subject to the topic of Field Work.
5. Students should improve the reading habit of text books and use these text books
as references in the report of the Final Task.
6. Improving time management for the students. Students’ progress of Final Task
report has not achieved the expected target due to unevenly workload during its
0
10
20
30
40
50
60
70
80
90
100
7 7 7 7
Outcomes
Attainment 7. Awareness of the need for continuous learning to enrich knowledge and
apply it, evaluate, integrate, and apply this knowledge appropriately in
accordance with the development
2016 2017 2018 2019 (Reguler)

35
working period. In most cases, intensity of student's activity was extremely
increased near the deadline.
7. Research quality and depth among students were still varied, depends on their
advisor. Distribution of advisory workload among lecturer has not spread evenly.
Seminar and final task needs advisors who are able to encourage students to finish
their tasks on the time. It is expected that minimal frequency or more of advisors
and students meeting can be achieved.
Conclusion
Student outcomes attainment had been measured and evaluated based on treshold value
for three-year assessment (2016, 2017, 2018, 2019 and 2020). The action plans were
also explained and implemented to improve the student outcomes attainment. Table 2
described the conclusion of Student Outcomes Attainment in 2016-2020.

36
Table 2. The Conclusion of Student Outcomes Attainment in 2016-2020
Assessment
outc
ome
s
tres
hold
valu
e
2016 2017 2018
2019
(Regul
er)
2019
(Intern
asiona
l)
2020
(Reg
uler)
2020
(Inter
nasio
nal)
2016 2017 2018
2019
(Reguler)
2019
(Internas
ional)
2020
(Reguler)
2020
(Internasion
al)
Rubric
Assessment
1 63 85,40 88,86 69,94 70,95 73,13 0,00 0,00 Complied Complied Complied Complied Complied
Have not
asssed yet
Have not
asssed yet
2 63 87,59 92,80 67,77 0,00 0,00 0,00 0,00 Complied Complied Complied
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed yet
3 63 95,40 96,40 0,00 0,00 0,00 0,00 0,00 Complied Complied
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed yet
Have not
assessed
yet
Have not
assessed yet
5 63 91,33 92,80 77,38 78,49 34,74 0,00 0,00 Complied Complied Complied Complied
Not
complied
Have not
assessed
yet
Have not
assessed yet
Have not
assessed
yet
Have not
assessed yet
7 63 98,89
100,0
0
75,11 75,20 78,33 0,00 0,00 Complied Complied Complied Complied Complied
Have not
assessed
yet
Have not
assessed yet
Course
questionaire
Have not
assessed
yet
Have not
assessed yet
2 63 82,46 90,97 87,45 0,00 0,00 0,00 0,00 Complied Complied Complied
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed yet
Have not
assessed
yet
Have not
assessed yet
Have not
assessed
yet
Have not
assessed yet
Have not
assessed
yet
Have not
assessed yet
Have not
assessed
yet
Have not
assessed yet
Graduate
Survey
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed yet

37
Assessment
outc
ome
s
tres
hold
valu
e
2016 2017 2018
2019
(Regul
er)
2019
(Intern
asiona
l)
2020
(Reg
uler)
2020
(Inter
nasio
nal)
2016 2017 2018
2019
(Reguler)
2019
(Internas
ional)
2020
(Reguler)
2020
(Internasion
al)
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed
yet
Have not
assessed yet
Employer
Survey
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LOATL
The table 3 shows the relationship mapping of performance indicators and
course outcomes for each subject in Env Eng ITB. This mapping have been
implemented and applied in LOATL
Table 3 The Relationship Mapping of Performance Indicators and Course
Outcomes
IK 01 (S01): Self Governance
Planning a task under given constraints such as schedule, team members, specific topics
No Mata Kuliah CPMK Deskripsi
TL2204
Hidrologi dan
Hidrogeologi
1
Mahasiswa mempunyai pemahaman dan pengertian yang
baik tentang hidrologi dasar khususnya siklus hidrologi
dan iklim yang nantinya akan sangat bermanfaat dalam
mata kuliah tingkat lanjut yang terkait dengan bidang TL,
seperti sumber daya air, kaitannya dengan pengaliran dan
emisi limbah
TL3203
Pengelolaan Sumber
Daya Air
1
Mahasiswa mampu memahami teori dan aplikasi prinsip-
prinsip pengelolaan sumber air secara kuantitatif dan
kualitatif.
TL4201
Perencanaan dan
Pengelolaan Proyek
1
Student understand how to make planning and phasing
including scheduling and controlling in any environmental
infrastructure project.
TL4104
Pengendalian
Pencemaran Udara
1
Mahasiswa memahami pengertian pencemaran udara,
potensi pencemar udara, dampaknya terhadap manusia
serta teknologi pencegahan pencemaran udara
IK 02 (S02): Responsibility
Accomplish and evaluate a tasks under given constraints (schedule, team member, spesific topic)
TL3106 Pencemaran Tanah 1
Mahasiswa akan memiliki wawasan dan kemampuan
untuk melengkapi, memperkuat, dan memperkaya
kompetensi dasar bidang pencemaran termasuk
kemampuan prediksi
TL4201
Perencanaan dan
Pengelolaan Proyek
1
Student understand how to make planning and phasing
including scheduling and controlling in any environmental
infrastructure project.
TL4101
Analisis Mengenai
Dampak Lingkungan
1
Mahasiswa mampu bekerja di dalam tim penyusunan
Analisis Mengenai Dampak Lingkungan, mampu
membuat/menyusun laporan AMDAL, bisa membuat
evaluasi dokumen AMDAL khususnya bagian-bagian yang
berkaitan dengan bidang Teknik Lingkungan.
IK 03 (S03): Nationalism
Demonstrate a role as a proud citizen and love the homeland, have an attitude of nationalism and a sense
of responsibility towards society and the country
TL3205 Hukum Lingkungan
1 Mahasiswa memiliki kemampuan untuk membuat
perhitungan dan perencanaan penyalur air buangan dan

39
drainase perkotaan serta membuat gambar-gambar
designnya
TL4098 Kerja Praktek
1 Mahasiswa memahami instrumen –instrumen pengelolaan
lingkungan hidup yang diterapkan dalam pengendalian
pencemaran, Pemanfaatan Sumber daya Alam dan
Pengendalian Perusakan Lingkungan Hidup
TL3202
Sewerage & Drainase
Berkelanjutan
1 Mahasiswa mampu mendapatkan informasi teknologi
pengelolaan lingkungan terkini secara mandiri selama
melaksanakan kerja praktek di lapangan..
IK 04 (S04): Contribution
Contribute to improving the quality of life in society and the state based on Pancasila, and contribute to
advancing social welfare
TL4101
Analisis Mengenai
Dampak Lingkungan
4 Pemahaman dan mampu melakukan prediksi dampak,
menilai dan memilih opsi tindakan mitigasi dalam
lingkungan termasuk sosial ekonomi budaya dan
tataruang.
TL4096
Perancangan Teknik
Lingkungan
4
Mahasiswa mampu mengevaluasi aspek keberlanjutan
dan manfaat rekayasa perancangan untuk meningkatkan
kualitas lingkungan.
TL2205
Epidemiologi
Lingkungan
1 Mahasiswa akan memiliki wawasan dan kemampuan
untuk mengaplikasikan epidemiologi dalam peningkatan
kualitas pengelolaan lingkungan.
IK 05 (S05): Cooperation
Work together in cross-disciplinary and cross-cultural teams and have social sensitivity and concern for
society and the environment
TL4201
Perencanaan dan
Pengelolaan Proyek
3
Mahasiswa memahami perencanaan dan pengelolaan
proyek bidang infrastruktur lingkungan yang melibatkan
muli tim dan lintas disiplin.
TL4096
Perancangan Teknik
Lingkungan
1
Mahasiswa mampu menghasilkan design teknik
lingkungan pada permasalahan yang nyata dengan
menggunakan standar dan kriteria yang sesuai.
IK 06 (S06): Professional
Understand professional responsibility and ethics, as well as the principles and able to apply it relevantly
to program objectives/goal
TL2105 Kesehatan Lingkugan 1
Students can describe the impact of human activities on
public health and the environment, and analyze predicting
health and environmental risks that occur.
TL3107
Kesehatan Lingkungan
Kerja
2 Mahasiswa mampu mengindetifikasi, menganalisis aspek-
aspek dalam lingkungan kerja yang dapat memberikan
efek-efek bahaya terhadap kesehatan dan mampu untuk
melakukan pencegahan dan kontrol terhadap efek
tersebut.
TL3205
Kebijakan dan Hukum
Lingkungan
1 Mahasiswa memahami instrumen –instrumen pengelolaan
lingkungan hidup yang diterapkan dalam pengendalian
pencemaran, Pemanfaatan Sumber daya Alam dan
Pengendalian Perusakan Lingkungan Hidup

40
IK 07 (S07): Professional ethics
Understand role and code of conduct as an environmental engineer either in the society, government or
private institution
KU1202
Pengantar Rekayasa &
Desain
1 Mahasiswa dapat menjelaskan keterlibatan berbagai
profesi dalam penyelesaian masalah rekayasa dan desain
KU1166
Menggambar Teknik
2 Student able to do practical work in the drawing studio, as
well as using commercial CAD software
TL3105
Teknik Penyediaan Air
Minum
1 Mahasiswa mampu menghitung kebutuhan air bersih.
Mampu merancang suatu sistem penyediaan air minum,
dari transmisi sampai distribusi.
TL3202
Sewerage & Drainase
Berkelanjutan
1
Mahasiswa memiliki kemampuan untuk membuat
perhitungan dan perencanaan penyalur air buangan dan
drainase perkotaan serta membuat gambar-gambar
designnya
IK 08 (S08): Sosial ethics
Evaluate ethical problem in Environmental Engineering work and make decisions
TL3204
Manajemen Teknik
Lingkungan
1
Mahasiswa aapat membedakan dan menjelaskan peran
dan fungsi manajemen dan perencanaan dalam
pengambilan keputusan.
TL4201
Perencanaan dan
Pengelolaan Proyek
4
Mahasiswa memahami aspek ekonomis, legalitas, teknik,
etika lingkungan dan etika sosial dalam pengelolaan
proyek.
IK 09 (P01): Basic Science
Describe mathematical, physical, chemical and biological relations for given facts/occurences in
environmental engineering
TL3101
Pengolahan Fisik dan
Kimia
1 Mahasiswa memahami proses fisik dan kimia dalam
pengolahan cair, padat dan gas dalam bidang keteknik
lingkungan, misal aplikasi dalam pengolahan air bersih
dan pengolahan limbah cair, padat dan gas
TL3102
Rekayasa dan Proses
Biologi
1 Mahasiswa memahami aplikasi bioproses dalam bidang
Teknik Lingkungan menguasai prinsip-prinsip rekayasa
bioproses memahami faktor-faktor/parameter-parameter
yang mempengaruhi kinerja bioproses dalam berbagai
jenis bioreaktor.
TL4102
Perancangan Proses
Pengolahan Air
1 Mahasiswa dapat memahami, menerangkan secara detail
pengolahan air bersih serta alternatif proses pengolahan
yang sesuai dengan karakteristik air baku.
TL4103
Perancangan Proses
Pengolahan Limbah Cair
1 Mahasiswa dapat mendisain instalasi pengolahan air
limbah domestic dan menerapkan pengelolaan instalasi
air limbah secara berkelanjutan.
IK 10 (P02): Engineering Science
Recognize basic engineering problems, identify the data, and classify the related knowledge for solution

41
SI2112 Pengetahuan Struktur
1 Mahasiswa mampu memahami karakteristik struktur
bangunan sipil, jenis dan modelisasi beban, serta
kesetimbangan gaya statik.
SI2222
Pengantar Mekanika
Tanah
1 Mahasiswa memiliki pemahaman mekanika tanah dalam
bidang sipil dan kemampuan untuk menghitung daya
dukung pondasi dangkal.
GD2002
Pengantar Sistem
Informasi Geografis
1 Students understand the Basic Concept of Geographic
Information System and its basic applications for
environmental problems
TL2104 Kimia Lingkungan
1
Mahasiswa memahami fenomena prinsip kimia dasar,
kimia fisika, dan kesetimbangan kimia di lingkungan (air,
tanah, udara).
IK 11 (P03): Application of mathematics
Demonstrate application of differential equation, statistic, probability, calculus-based physics, general
chemistry and other relevant science to solve the problem
TL2102 Statistika Lingkungan
1
Mahasiwa memiliki pemahaman tentang konsep-konsep
dasar statistika parametris elementer dan teori
probabilitas.
TL2103 Matematika Rekayasa
1 Mahasiswa mampun menjelaskan hubungan matematis
dalam fakta yang diberikan di bidang teknik lingkungan.
TL2104 Kimia Lingkungan
2 Mahasiswa dapat mengaplikasikan dasar dasar kimia
organik dan biokimia dalam bidang pengelolaan
lingkungan.
TL2101 Mekanika Fluida I
1 Mahasiswa memahami aplikasi ilmu dasar-dasar
mekanika fluida (air dan udara) yang dibutuhkan dalam
menunjang mata kuliah keahlian, khususnya yang
berkaitan dengan perancangan yang melibatkan aliran
fluida terutama air pada saluran tertutup.
TL2201 Mekanika Fluida II
1 Students can demonstrate the application of statistical and
empirical equation solution of a given problem
TL2203 Mkrobiologi Lingkungan
1
Mahasiswa memahami peran mikrobiologi dalam
permasalahan lingkungan
TL2204
Hidrologi dan
Hidrogeologi
1
Mahasiswa menguasai beberapa kaidah statistika yang
terkait dengan hidrologi
TL2205
Epidemiologi
Lingkungan
1
Mahasiswa dapat menguraikan tiga model dasar
penelitian epidemiologi
TL2206 Pengelolaan Kualitas Air
1
Mahasiswa memahami prinsip-prinsip reaksi kimia dan
keseimbangan massa dalam lingkungan air
IK 12 (P04): Identification
Formulate the problem and identify key issues/variables
TL2102 Statistika Lingkungan
2
Mahasiswa mampu menjelaskan prosedur uji hipotesis,
memecahkan persoalan uji hipotesis untuk pengujian satu
sampel, analisis variansi dan regresi korelasi.
TL2206 Pengelolaan Kualitas Air
2
Mahasiswa dapat memahami prinsip dasar pemodelan
kualitas air permukaan dan air tanah
IK 13 (P05): Problem Recognition
Recognize the need for multiple solutions

42
TL3104 Pengelolaan B3 1
Mahasiswa mampu memahami teknologi yang dapat
diterapkan dalam mengelola bahan berbahaya dan limbah
bahan berbahaya dan beracun, sehingga tidak
menimbulkan dampak negatif terhadap kesehatan
manusia dan tidak mencemari lingkungan.
TL3106 Pencemaran Tanah 1
Mahasiswa mampu melengkapi, memperkuat, dan
memperkaya kompetensi dasar bidang pencemaran tanah
termasuk kemampuan prediksi.
TL3107
Kesehatan Lingkungan
Kerja
1
Mahasiswa mampu mengindetifikasi, menganalisis aspek-
aspek dalam lingkungan kerja yang dapat memberikan
efek-efek bahaya terhadap kesehatan dan mampu untuk
melakukan pencegahan dan kontrol terhadap efek
tersebut.
TL3201 Pencemaran Udara 1
Mahasiswa mampu menjelaskan prinsip-prinsip interaksi,
pengaruh alam serta akibat-akibat aktivitas yang dilakukan
oleh manusia terhadap kualitas udara.
TL3206
Pengolahan Limbah
Padat
1
Mahasiswa mampu menganalisa hasil laboratorium untuk
pemilihan teknologi pengolahan akhir.
IK 14 (P06): Analysis
Analyze alternative solutions to an engineering problem
TL3204
Manajemen Teknik
Lingkungan
2
Mahasiswa memahami dan dapat menganalisa berbagai
komponen yang terkait dengan ekonomi teknik.
TL4201
Perencanaan dan
Pengelolaan Proyek
5
Mahasiswa mampu mengidentifikasi dan memberikan
alternatif solusi atau troubleshooting masalah yang
mungkin terjadi selama proyek berlangsung.
TL4135
Analisis Sistem
Pengelolaan Lingkungan
1 Mahasiswa memahami dinamika suatu sistem dan
peramalan teknologi (technological forecasting) dari
keadaan lingkungan pada kurun waktu kedepan
TL4096
Perancangan Teknik
Lingkungan
3 Mahasiswa mampu memilih alternatif terbaik berdasarkan
kriteria desain keteknikan.
IK 15 (P07): Problem Solving
Justify a solution to an engineering problem
TL4096
Perancangan Teknik
Lingkungan
3
Mahasiswa mampu memilih alternatif terbaik berdasarkan
kriteria desain keteknikan.
TL4099
Seminar dan Tugas
Akhir 1
Mahasiswa mampu menerapkan hasil riset dan
merumuskan alternatif untuk menentukan kriteria
rekayasa dalam pengelolaan lingkungan.
IK 16 (KU01): Communication
Communicate effectively using written media to various parties regarding water, air, and land
environmental problems and the technology needed to solve those problem
TL4096 Perancangan Teknik
Lingkungan
5 Mahasiswa mampu memahami karakteristik
permasalahan dan mampu memilih kriteria desain.
TL4201 Perencanaan dan
Pengelolaan Proyek
2 Mahasiswa mampu menyusun deskripsi saintifik hasil
kajian dalam bentuk karya ilmiah.

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TL4099
Seminar dan Tugas
Akhir 1
Mahasiswa mampu menyusun deskripsi saintifik hasil
kajian dalam bentuk karya ilmiah.
IK 17 (KU02): Presentation
Communicate effectively using oral and written using Indonesian and English language
TL4098 Kerja Praktik
1
Mahasiswa mampu mempresentasikan laporan kerja
praktek in an appropiate manner.
TL4101
Analisis Mengenai
Dampak Lingkungan
1
Mahasiswa memahami proses penilaian laporan AMDAL
yang telah disusun dan mempresentasikan laporan
dihadapan audience.
TL4099
Seminar dan Tugas
Akhir 3
Mahasiswa mampu mempresentasikan karya tugas akhir
sebagai publikasi ilmiah.
TL4096
Perancangan Teknik
Lingkungan 5
Mahasiswa mampu memahami karakteristik
IK 18 (KU03): Skill development
Understand the benefit of skill development for the future career
TL4098
Kerja Praktik
2
Mahasiswa mengerti proses dalam pengembangan
ketrampilan diri selama melaksanakan kerja praktek di
lapangan.
TL4099
Seminar dan Tugas
Akhir
4
Mahasiswa mampu mengkaji pengembangan atau
implementasi ilmu pengetahuan dan teknologi sesuai
dengan keahliannya dalam rangka menghasilkan solusi,
gagasan, dan desain.
IK 19 (KU04): Lifelong Learning
Identify the need for lifelong learning, including having access to current issues, and being able to
disseminate ideas
TL4098
Kerja Praktik
3
Mahasiswa mampu mendapatkan informasi teknologi
pengelolaan lingkungan terkini secara mandiri selama
melaksanakan kerja praktek di lapangan.
TL4099
Seminar dan Tugas
Akhir
5
Mahasiswa mampu mendapatkan informasi terkini,
memahami kriteria, potensi sumber daya lokal/global dan
pemanfaatan teknologi tersebut.
IK 20 (KU05): Resource Utilization
Identify necessary techniques, skills and tools of modern engineering practice for a given situation
KU1202
Pengantar Rekayasa &
Desain
3
Mahasiswa dapat menjelaskan bahwa masalah rekayasa
dan desain harus ditinjau secara multi aspek dan multi
disiplin
GD2002
Pengantar Sistem
Informasi Geografis
2
Mahasiswa memiliki kemampuan dasar dalam
pengembangan sistem informasi geografis sederhana
menggunakan software GIS.
TL3204
Manajemen Teknik
Lingkungan
3
Mahasiswa memahami berbagai aspek baik teknis dan
non teknis dalam perencanaan pembangunan
infrastruktur.

44
TL4138
Rekayasa Lingkungan
Pemanfaatan Sumber
Daya Alam 1
Mahasiswa mampu menggunakan teknologi informasi
dalam pemanfaatan sumber daya alam dengan
mempertimbangkan prinsip-prinsip pengelolaan
lingkungan berkelanjutan.
IK 20 (KK01): Formulation
Formulate the problem (identify the need) and analyze constraints
TL4096
Perancangan Teknik
Lingkungan
5
Mahasiswa mampu memahami karakteristik
IK 21 (KK02): Evaluation
Establish fitness criteria for evaluating potential solutions and tradeoffs
TL3101
Kimia
1
Mahasiswa memahami proses fisik dan kimia dalam
pengolahan cair, padat dan gas dalam bidang keteknik
lingkungan, misal aplikasi dalam pengolahan air bersih
dan pengolahan limbah cair, padat dan gas
TL3102
Rekayasa dan Proses
Biologi
1
Mahasiswa memahami aplikasi bioproses dalam bidang
Teknik Lingkungan menguasai prinsip-prinsip rekayasa
bioproses memahami faktor-faktor/parameter-parameter
yang mempengaruhi kinerja bioproses dalam berbagai
jenis bioreaktor.
TL3105
Minum
2
Mahasiswa mengetahui dasar-dasar perencanaan dan
aspek-aspek yang umum ditemui di dalam persoalan
penyediaan air minum.
TL3202
Sewerage & Drainase
Berkelanjutan
2
Mahasiswa mampu menggunakan data klimatologi dan
menggunakan persamaan standar sebagai input dalam
desain drainase.
IK22 (KK03): Determination
Generate alternative solutions
TL4102
Perancangan Proses
Pengolahan Air
1
Mahasiswa dapat memahami, menerangkan secara detail
pengolahan air bersih serta alternatif proses pengolahan
yang sesuai dengan karakteristik air baku.
TL4103
Perancangan Proses
Pengolahan Limbah Cair
1
Mahasiswa dapat mendisain instalasi pengolahan air
limbah domestic dan menerapkan pengelolaan instalasi
air limbah secara berkelanjutan.
TL4104
Pengendalian
Pencemaran Udara
2
Mahasiswa mampu memilih teknologi terbaik tersedia
dalam pengendalian pencemaran udara yang tepat
berdasarkan scientific judgment.
TL3206
Pengolahan Limbah
Padat
2
Mahasiswa mampu menganalisa secara lebih
komprehensif pemilihan alternatif pengolahan limbah
padat dipandang dari berbagai aspek.
TL4096
Perancangan Teknik
Lingkungan
2
Mahasiswa dapat menemukan alternatif solusi yang
optimal berdasarkan pemasalahan yang ada.
IK23 (KK04): Experiment
Conduct an experiment plan

45
(TL2101)
1 Mahasiswa memahami aplikasi ilmu dasar-dasar
mekanika fluida (air dan udara) yang dibutuhkan dalam
menunjang mata kuliah keahlian, khususnya yang
berkaitan dengan perancangan yang melibatkan aliran
fluida terutama air pada saluran tertutup.
TL2201 Mekanika Fluida II 1 Students can demonstrate the application of statistical and
empirical equation solution of a given problem
TL2203 Mikrobiologi Lingkungan 1 Mahasiswa memahami peran mikrobiologi dalam
permasalahan lingkungan
TL3103 Laboratorium
Lingkungan
1 Mahasiswa dapat memahami prinsip-prinsip analisa
laboratorium dalam masalah lingkungan, serta mampu
menerapkannya untuk kegunaan evaluasi, rancangan dan
eksperimen beserta interpretasinya untuk kebutuhan
engineering disain.
IK 24 (KK05): Interpretation
Acquire, analyze, and interprete data on appropriate variables
2
Mahasiswa mampu menggunakan dan interpretasikan
data hasil pengukuran alat ukur debit.
TL2103 Matematika Rekayasa
2
Mahasiswa mampu mengenali masalah dasar keteknikan,
mengidentifikasi variabel kunci serta mendemonstrasikan
penerapan Persamaan Differential.
TL2201 Mekanika Fluida II
2
Mahasiswa mampu menggunakan persamaan dalam
mekanika fluida dalam bidang water works seperti
perencanaan drainase dan sewerage dan riol.
TL2203 Mkrobiologi Lingkungan 2
Mahasiswa mengerti cara mengidentifikasi
mikroorganisme serta memahami peran mikroorganisme
dalam pengolahan limbah.
IK 25 (KK06): Comparison
Compare experimental data and results to appropriate theoretical models
TL3101
Kimia
2
Mahasiswa mampu menghitung dimensi pada unit operasi
proses fisika dan kimia berdasarkan hasil data percobaan
dan kriteria desain.
TL3102
Rekayasa dan Proses
Biologi
2
Mahasiswa mampu menghitung dimensi pada unit operasi
proses biologi berdasarkan hasil data percobaan dan
kriteria desain.
IK 26 (KK07): Observation
Explain observed differences between model and experiment (incorrect model, incorrect measurements,
noise, etc.)
TL4136
Teknologi Konservasi
Lingkungan
1 Mahasiswa dapat memberikan usulan dan perencanaan
konservasi suberdaya alam berupa air permukaan, air
tanah, udara, dan pantai.
TL3103
Laboratorium
Lingkungan
1 Mahasiswa dapat memahami prinsip-prinsip analisa
laboratorium dalam masalah lingkungan, serta mampu
menerapkannya untuk kegunaan evaluasi, rancangan dan

46
eksperimen beserta interpretasinya untuk kebutuhan
engineering disain.
TL3105
Minum
3
Mahasiswa memahami sistem aliran, kebutuhan pipa dan
peralatan-nya, dapat mengaplikasikan hidrolika aliran
dalam pipa transmisi; dapat menghitung kehilangan
tekanan dan memplotkannya dalam gam-bar hidrolis
sistem transmisi dihubungkan dengan kondisi lapangan
IK 27 (KU05):
Identify necessary techniques, skills and tools of modern engineering practice for a given situation
GD2002
Pengantar Sistem
Geografis
2
Mahasiswa memiliki kemampuan dasar dalam
pengembangan sistem informasi geografis sederhana
menggunakan software GIS
TL3204
Manajemen Teknik
Lingkungan
3
Mahasiswa memahami berbagai aspek baik teknis dan
non teknis dalam perencanaan pembangunan
infrastruktur.
IK 28 (KU06): Explanation
Explain the use of specific techniques, skills and tools of modern engineering practice
TL3201 Pencemaran Udara 2
Mahasiswa mampu menghubungkan dasar-dasar
pengetahuan dan teknik rekayasa yang dibutuhkan dalam
pengendalian, pemantauan, prediksi dan kebijakan yang
berkaitan dengan pengelolaan kualitas udara.
TL2202
Pengelolaan Limbah
Padat
2
Mahasiswa mampu menganalisa secara lebih
komprehensif pemilihan alternatif pengolahan limbah
padat dipandang dari berbagai aspek.
TL4104
Pengendalian
Pencemaran Udara
1
Mahasiswa memahami keseluruhan sistem pengendalian
pencemaran udara serta penggunaan teknologi
pengendalian pencemaran udara .
TL4122
Pemantauan
Pencemaran Udara
1
Mahasiswa mampu merencanakan sampling udara
ambient dan udara emisi cerobong dan melakukan
pengukuran zat polutan dari udara ambien dan emisi
dengan menggunakan peralatan yang konvensional
(standar) dan peralatan automatik (gas analyzer) dan
melakukan evaluasi data hasil pengukuran.
IK 29 (KU07): Technical Skills
Apply the chosen techniques, skills and tools of modern engineering practice to the given situation
TL4099
Seminar dan Tugas
Akhir
6
Mahasiswa mampu memilih alternatif solusi permasalahan
bidang lingkungan sesuai teknologi terbaik yang tersedia
saat ini.
TL4111 Plambing dan Pompa 1
Mahasiswa mampu menggunakan persamaan dan tabel-
tabel, serta mampu menghitung besaran sistem perpipaan
plambing dan mampu merancang sistem plambing untuk
gedung 4 lantai
TL4121
Aspek Teknis Daur
Ulang Limbah 1
Mahasiswa mampu menggunakan persamaan matematika
dalam memprediksi pergerakan air dan kontaminan dalam
air tanah.

47
TL4137 Pemodelan Air Tanah 1
Mahasiswa mampu menggunakan persamaan matematika
dalam memprediksi pergerakan air dan kontaminan dalam
air tanah.
TL4211
Pengelolaan Limbah
Industri
1 Mahasiswa dapat memahami, menganalisa kebutuhan
sistem, menginterpretasikan data untuk perhitungan dan
perancangan sistem pengelolaan limbah industri.
TL4212 Bangunan Air
1 Mahasiswa mampu mendesain bentuk, dimensi dan
memilih material bangunan perlengkapan air minum,
penyaluran air limbah dan drainase perkotaan.
TL4213 Pengolahan Lumpur
1 Mahasiswa mengetahui karakteristik lumpur dan mengerti
prinsip-prinsip pengelolaan dan pengolahannya termasuk
dapat mendisain unit pengental lumpur, unit pengeringan
lumpur serta mengetahui opsi pengolahan bagi lumpur
dari kegiatan industri.
TL4235 Teknik Remediasi
1 Mahasiswa mampu memilih dan menggunakan teknologi
terbaik tersedia dalam melakukan remediasi lahan
terkontaminasi polutan spesifik.

48
Env Eng Learning Outcomes Assessment (LOATL)
Student Outcomes Measurement of Env. Eng. Is conducted regularly using the LOA
(Learning Outcomes Assessment) platform which can be accessed on the
http://167.205.57.186/loatl/login page. In this platform, the planning and course outcomes
of each course are recorded as a whole. With this LOA, the measurement results of each
course (course assessment) can be viewed and calculated for processing to generate
Student Outcomes.
With this LOA, it also can be seen the learning process that have been achieved by
students and graduates from Env. Eng. The output of this LOA is in the form of evaluation
material for student outcome for each individual, semester, batch, and graduate as well
as the course assessment of each subject. Through the output of the Learning Outcomes
Assessment, it can also be seen how the results compare to the standards determined
by the study program. Figures 18 below shows the evaluation of student outcomes for
individual, semester, and batch.

49
(a) The sample evaluation of student outcomes for individual

50
(b) The sample evaluation of student outcomes for semester
(c) The sample evaluation of student outcomes for batch
Figure 19 the evaluation of student outcomes for individual, semester and batch.

51
Sample of Outcomes Measurement Report
Sample of Outcomes Measurement Reports are on the next page

4_Outcomes_and_Sample_Assesment_Report_tanpa_ttd_sudah_ttd.pdf

4_Outcomes_and_Sample_Assesment_Report_tanpa_ttd_sudah_ttd.pdf

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