The document provides course schedules and lecturer information for several classes at a university for the period of August 2012 to January 2013. These include Pre-MM Batch 61, Diknas, International, and Regular classes. For each class, the courses offered, credits, sessions, and assigned lecturers are listed. A total of 5 classes with different courses, schedules, and over 30 lecturers are detailed.
The document describes a thesis presented by four students to fulfill the requirements for a Bachelor of Science degree in Social Work from Saint Paul University Philippines. The thesis assesses the block placement field instruction program of the Social Work department. It examines the extent to which program goals and objectives are met, the quality of supervision provided, and the program's influence on students' professional development.
23. ANATOMY MANUAL2.pdf MEDICAL SCIENCE R&DLits IT
The document provides an operational manual for implementing the MBBS curriculum 2021 in Bangladesh. It outlines the departmental objectives, competencies to acquire, teaching-learning process, educational strategies, and methods for integrating anatomy teaching and assessment. It discusses common information and activities for Phase I, including the duration of terms, in-course assessment, examinations, and syllabus. The document aims to guide students and faculty in effectively implementing the updated curriculum uniformly across medical colleges in Bangladesh.
The document discusses how the author hung on to God's promises through critical conditions and a major car accident, and how after physically healing she pursued theological degrees over seven years, obtaining two master's degrees and soon a second doctorate, fulfilling a pastor's advice that proved perfect for the challenges she faced. While facing difficulties, the author trusted that God is in control and His love cannot be separated from believers.
The document provides information about the various faculties and departments at Indira Gandhi University in Meerpur, Rewari. It lists 6 faculties: Commerce, Management, Tourism and Hospitality; Humanities; Physical Sciences; Life Sciences; Social Sciences; and Education. Each faculty has multiple departments and lists the courses offered. It provides details of the faculty members, their specializations, and messages from the deans of each faculty welcoming new students and outlining their visions.
All about PDIMTR. The Mission, Vision, Goals, Pedagogy and Infrastructure. Teaching staff and extra curricular activities. A Management Institute nurturing talent!
Planning organizing staffing budgetting managemnt of nursing education instit...ITM UNIVERSITY,GWALIOR
The document discusses management topics related to nursing educational institutions, including planning, organizing, staffing, and budgeting. It provides details on:
- The key steps and aspects of planning, organizing, and staffing for nursing schools. This includes setting goals, delegating roles, recruitment processes, and staffing norms set by regulatory bodies.
- Factors that influence management decisions around staffing patterns, budgets, and more. Regulations from bodies like the Indian Nursing Council are also discussed.
- Presentation was given by Dr. Sudharani Banappagoudar and contains details on management functions and processes specific to nursing educational institutions in India.
This document provides an overview of the Department of Oral and Maxillofacial Surgery at Chhatrapati Shahu Maharaj Shikshan Sanstha's Dental College & Hospital. It introduces the department and its faculty members, outlines its history, aims, vision, objectives and strengths. It also provides profiles for each faculty member detailing their qualifications, experience, publications, conferences attended, awards, and roles in college committees. The department was established in 1991 and obtained PG recognition in 2010. It aims to provide quality education and treatment for patients with oral and maxillofacial conditions.
The document describes a thesis presented by four students to fulfill the requirements for a Bachelor of Science degree in Social Work from Saint Paul University Philippines. The thesis assesses the block placement field instruction program of the Social Work department. It examines the extent to which program goals and objectives are met, the quality of supervision provided, and the program's influence on students' professional development.
23. ANATOMY MANUAL2.pdf MEDICAL SCIENCE R&DLits IT
The document provides an operational manual for implementing the MBBS curriculum 2021 in Bangladesh. It outlines the departmental objectives, competencies to acquire, teaching-learning process, educational strategies, and methods for integrating anatomy teaching and assessment. It discusses common information and activities for Phase I, including the duration of terms, in-course assessment, examinations, and syllabus. The document aims to guide students and faculty in effectively implementing the updated curriculum uniformly across medical colleges in Bangladesh.
The document discusses how the author hung on to God's promises through critical conditions and a major car accident, and how after physically healing she pursued theological degrees over seven years, obtaining two master's degrees and soon a second doctorate, fulfilling a pastor's advice that proved perfect for the challenges she faced. While facing difficulties, the author trusted that God is in control and His love cannot be separated from believers.
The document provides information about the various faculties and departments at Indira Gandhi University in Meerpur, Rewari. It lists 6 faculties: Commerce, Management, Tourism and Hospitality; Humanities; Physical Sciences; Life Sciences; Social Sciences; and Education. Each faculty has multiple departments and lists the courses offered. It provides details of the faculty members, their specializations, and messages from the deans of each faculty welcoming new students and outlining their visions.
All about PDIMTR. The Mission, Vision, Goals, Pedagogy and Infrastructure. Teaching staff and extra curricular activities. A Management Institute nurturing talent!
Planning organizing staffing budgetting managemnt of nursing education instit...ITM UNIVERSITY,GWALIOR
The document discusses management topics related to nursing educational institutions, including planning, organizing, staffing, and budgeting. It provides details on:
- The key steps and aspects of planning, organizing, and staffing for nursing schools. This includes setting goals, delegating roles, recruitment processes, and staffing norms set by regulatory bodies.
- Factors that influence management decisions around staffing patterns, budgets, and more. Regulations from bodies like the Indian Nursing Council are also discussed.
- Presentation was given by Dr. Sudharani Banappagoudar and contains details on management functions and processes specific to nursing educational institutions in India.
This document provides an overview of the Department of Oral and Maxillofacial Surgery at Chhatrapati Shahu Maharaj Shikshan Sanstha's Dental College & Hospital. It introduces the department and its faculty members, outlines its history, aims, vision, objectives and strengths. It also provides profiles for each faculty member detailing their qualifications, experience, publications, conferences attended, awards, and roles in college committees. The department was established in 1991 and obtained PG recognition in 2010. It aims to provide quality education and treatment for patients with oral and maxillofacial conditions.
PRAANGAN, JULY 2022,VOL 1,ISSUE 2, (CF).pdfSaai Ganesh
Dayananda Sagar Business School Offers a vibrant Industry Oriented PGDM Program. Our Pedagogy is Unique in Business Education. R-World ranked DSBS as the Gold category for its Outcome Based Education. www.dsbs.edu.in
The document provides a lecture plan for an Organization Development course being taught over 15 lectures in the MMS HR program at Pillai's Institute of Management Studies and Research. The plan lists the dates and topics to be covered in each 3 hour lecture, including introductions to OD, planned change models, diagnosing organizations, collecting diagnostic information, designing interventions, and evaluating and institutionalizing OD interventions. Student assessment includes attendance, tutorials/presentations, class participation, and a final exam, with internal assessment worth 40% and the final assessment worth 60% of the total marks.
This newsletter from Sri Balaji Vidyapeeth provides updates from multiple institutions under its umbrella including MGMCRI, SSSMCRI, IGIDS, KGNC, AHS and CIDRF. It discusses academic initiatives, innovations, outreach services and other highlights from each institution over the past few months. It also provides details of events held at the Center for Yoga Therapy, Education and Research including yoga therapy sessions, workshops, and outreach programs conducted in the local community and other institutions. The Chancellor of Sri Balaji Vidyapeeth was honored with an Outstanding Alumnus Award.
The document discusses the Personal and Professional Development (PPD) course for medical students at Taibah University. It is a longitudinal track over 5 phases from year 2 to year 6. Students keep portfolios to document their skills, knowledge, experiences, and reflections. PPD is delivered through group sessions, lectures, workshops and individual meetings with tutors. The portfolio includes sections on good medical care, maintaining good practice, relationships with patients and colleagues, and teaching. It is assessed through ongoing meetings and a final interview. Support is provided to students on portfolio requirements and reflective writing.
Prof. Kanthimathinathan has been a visiting faculty at the Institute. He taught specialization subjects in finance from 2013 to 2014, including Security Analysis and Portfolio Management and Working Capital Management. He has exemplary teaching and training skills and helped students score excellent results. His experience in both company and teaching delivered remarkable output to the organization.
1. Occupational Therapist As Researcher (1).pdfismahanisghafar
The document provides an overview of occupational therapy research. It defines research as the systematic collection, description, analysis, and interpretation of data to improve health. It discusses common myths about research and outlines the modern hierarchy of evidence used in research. The document also summarizes the goals of occupational therapy research, including developing new assessments and interventions, evaluating existing practices, and creating guidelines. Finally, it outlines the general process of research from identifying a concern to disseminating findings.
27. PHYSIOLOGY1.pdf MEDICAL SCIENCE RESEARCH & DEVELOPMENTLits IT
The document provides an operational manual for implementing the Physiology curriculum for MBBS students in Bangladesh. It includes the objectives, competencies, course content, teaching methods, assessment systems, and academic calendar for Physiology. It was developed by a committee led by the Directorate General of Medical Education (DGME) in Bangladesh in collaboration with faculty from medical colleges and universities across the country. The manual is intended to guide teaching, learning, and assessment of Physiology and help ensure uniform and effective implementation of the revised 2021 MBBS curriculum nationwide.
This document announces a 7-day national workshop from December 3rd to 9th on trends in solid waste management and biology at Shri Shankaracharya Mahavidyalaya in Bhilai. The workshop aims to make students aware of various techniques through demonstrations, including conservation of wildlife, solid waste management methodologies, DNA extraction, disease diagnosis, and mushroom cultivation. It provides details on registration fees for students, researchers, and faculty and how to pay. The schedule outlines the inaugural function, technical sessions led by experts from NOVA Nature Welfare Society and others, and a valedictory function.
This document provides a course syllabus for a Psychometric Theory course taught at the American School of Professional Psychology in Dallas. The syllabus outlines the instructor's information, a course description, prerequisites, required textbooks and articles, learning outcomes, assignments and grading scale. The course is designed to provide students with an introduction to key concepts in psychometric theory, including reliability, validity and item development. Students will learn how to evaluate psychological measures and develop their own measure to assess a psychological construct. The syllabus provides policies on attendance, academic dishonesty, disabilities and expected professional conduct. It also outlines a test development project where students will conceptualize a psychological construct and develop a corresponding measure throughout the semester.
Guidelines for preparing the master´s thesisnelfea
This document provides guidelines for preparing a master's thesis at Jackson State University. It outlines formatting standards for elements like type fonts, line spacing, margins, and pagination that must be followed for the thesis to receive final approval. The guidelines describe minimum university-wide standards for properly formatting the thesis and following the recommendations of the Council of Graduate Schools. Individual academic programs may require a specific style manual be used, such as APA, MLA, Chicago, or ACS. Masters' candidates are expected to conduct original research and defend their thesis in a public oral examination according to the policies in this manual.
Educational psychology is the application of psychological principles to education. It has two main branches: general psychology which includes areas like child psychology, and applied psychology which includes fields like educational psychology. Educational psychology involves studying the learner, the learning process, and learning situations. It applies to areas like instructional design, teaching methods, classroom management, school psychology, personality development, counseling, and physical education domains like yoga and sports. The goal is to understand students and learning to enhance education and foster students' development.
33. MICRO BIOLOGY.pdf MEDICAL SCIENCE RESEARCH & DEVELOPMENTSLits IT
This document provides an overview of the development of an operational manual for implementing an updated MBBS curriculum in Bangladesh. It acknowledges those involved in developing the manual, including various directors, deans, and faculty members from medical colleges. It explains that the operational manual will help guide teaching, learning, assessment, and ensure uniform implementation of the new curriculum. The document lists contributors and provides context on the need to periodically review and update curricula to meet changing needs.
33. MICRO BIOLOGY.pdf MEDICAL SCIENCE RESEARCH & DEVELOPMENTLits IT
This document provides an overview of the development of an operational manual for implementing an updated MBBS curriculum in Bangladesh. It acknowledges those involved in developing the manual, including various directors, deans, and faculty members from medical colleges. It explains that the operational manual will help ensure uniform, effective, and smooth implementation of the curriculum across all medical colleges. The document outlines the background and rationale for creating the manual to guide teaching, learning, and assessment according to the new curriculum. It then lists the contributors who helped develop the operational manual.
An overview of BAMS Curriculum or Syllabus including highlights of Minimum St...PRIYANKA GAUTAM
The document provides an overview of the BAMS curriculum and syllabus including highlights of the Minimum Standards of Education 2021. It discusses the origins and aims of Ayurveda, outlines the BAMS degree program and subjects covered in each professional year. It also introduces key aspects of the new outcome-based curriculum approach including general abilities, program learning outcomes, and course learning outcomes. Finally, it discusses various job opportunities available after completing BAMS including clinical practice, academics, research, and opportunities in allied industries.
The document discusses the results of surveys given to Ulster University students regarding their experience with Personal Development Planning (PDP). The surveys found that while students felt independent in their learning, opportunities could be improved to develop higher-order thinking skills. Many students also felt confident that their courses were helping them develop employability skills and facilitating successful transitions in their education.
This document summarizes a research study that explored student assignment production in two courses at a South African university. The study used an ethnographic methodology with a dual focus on students and the curriculum context.
The research design aimed to avoid deficit perspectives of students by validating student experiences through rich descriptions, while also examining the influence of curriculum and institutional structures. Data collection involved observing students' assignment work and interviewing lecturers about curriculum decision-making.
Findings illustrated the complex vocational education environment and how assignments signaled professional knowledge requirements. Student approaches to assignments showed flexibility and agency in engaging with requirements. The methodology provided insight into how curriculum and institutional factors shape student learning opportunities.
This document provides information about the National Conference on Advances in Physical Sciences for Sustainable Development (NCAPSSD-2022) that will take place on August 27, 2022. It will be sponsored by GUJCOST and the Climate Change Department. The one-day conference will be held in an offline mode. It will include scientific sessions, an abstract book with ISBN number, and potential publication in a peer-reviewed journal. The conference aims to spread awareness of the importance of basic sciences like physics, chemistry, and biology for sustainable development and solving global issues.
Professor Stephanie Watts presents the MSU BEST program, one of 17 national programs funding by NIH to assist and mentor graduate students for careers other than academia
Alternate teaching learning methods a welcome idea among students!ijsidonlineinfo
1) The study compared the effectiveness of two teaching methods - a PowerPoint presentation versus a blackboard/chalk presentation aided by 3D models.
2) An assessment given after each session found no significant difference in student performance between the two methods. However, feedback indicated that students preferred the use of 3D models as it helped visualize concepts.
3) When the lesson was recapped using a combination of methods, 58% of students rated this approach best over using a single method alone. The study concluded that using multiple teaching methods can make lectures more interesting for students.
This document discusses different methods for measuring attitudes, including Thurstone scales, Likert scales, and semantic differential scales. It defines attitudes as having affective, behavioral, and cognitive components. The Thurstone scale is described as using statements to assess attitudes along a dimension, with each statement valued for favorability. Likert scales ask respondents to indicate agreement with statements using rating scales, which are then assigned numeric values. Semantic differential scales use bipolar adjective scales to rate objects or events. Examples of each type of scale are provided.
The document discusses the DICE framework for assessing change management programs. It identifies four key factors for success: Duration (time between reviews), Integrity (team skills), Commitment (executive support), and Effort (additional workload). Calculating scores in each area allows companies to identify risks and make adjustments to ensure programs succeed. Scores between 7-14 indicate low risk, 14-17 medium risk, and over 17 high risk of failure. Applying the framework sparks strategic debate and helps manage project portfolios.
PRAANGAN, JULY 2022,VOL 1,ISSUE 2, (CF).pdfSaai Ganesh
Dayananda Sagar Business School Offers a vibrant Industry Oriented PGDM Program. Our Pedagogy is Unique in Business Education. R-World ranked DSBS as the Gold category for its Outcome Based Education. www.dsbs.edu.in
The document provides a lecture plan for an Organization Development course being taught over 15 lectures in the MMS HR program at Pillai's Institute of Management Studies and Research. The plan lists the dates and topics to be covered in each 3 hour lecture, including introductions to OD, planned change models, diagnosing organizations, collecting diagnostic information, designing interventions, and evaluating and institutionalizing OD interventions. Student assessment includes attendance, tutorials/presentations, class participation, and a final exam, with internal assessment worth 40% and the final assessment worth 60% of the total marks.
This newsletter from Sri Balaji Vidyapeeth provides updates from multiple institutions under its umbrella including MGMCRI, SSSMCRI, IGIDS, KGNC, AHS and CIDRF. It discusses academic initiatives, innovations, outreach services and other highlights from each institution over the past few months. It also provides details of events held at the Center for Yoga Therapy, Education and Research including yoga therapy sessions, workshops, and outreach programs conducted in the local community and other institutions. The Chancellor of Sri Balaji Vidyapeeth was honored with an Outstanding Alumnus Award.
The document discusses the Personal and Professional Development (PPD) course for medical students at Taibah University. It is a longitudinal track over 5 phases from year 2 to year 6. Students keep portfolios to document their skills, knowledge, experiences, and reflections. PPD is delivered through group sessions, lectures, workshops and individual meetings with tutors. The portfolio includes sections on good medical care, maintaining good practice, relationships with patients and colleagues, and teaching. It is assessed through ongoing meetings and a final interview. Support is provided to students on portfolio requirements and reflective writing.
Prof. Kanthimathinathan has been a visiting faculty at the Institute. He taught specialization subjects in finance from 2013 to 2014, including Security Analysis and Portfolio Management and Working Capital Management. He has exemplary teaching and training skills and helped students score excellent results. His experience in both company and teaching delivered remarkable output to the organization.
1. Occupational Therapist As Researcher (1).pdfismahanisghafar
The document provides an overview of occupational therapy research. It defines research as the systematic collection, description, analysis, and interpretation of data to improve health. It discusses common myths about research and outlines the modern hierarchy of evidence used in research. The document also summarizes the goals of occupational therapy research, including developing new assessments and interventions, evaluating existing practices, and creating guidelines. Finally, it outlines the general process of research from identifying a concern to disseminating findings.
27. PHYSIOLOGY1.pdf MEDICAL SCIENCE RESEARCH & DEVELOPMENTLits IT
The document provides an operational manual for implementing the Physiology curriculum for MBBS students in Bangladesh. It includes the objectives, competencies, course content, teaching methods, assessment systems, and academic calendar for Physiology. It was developed by a committee led by the Directorate General of Medical Education (DGME) in Bangladesh in collaboration with faculty from medical colleges and universities across the country. The manual is intended to guide teaching, learning, and assessment of Physiology and help ensure uniform and effective implementation of the revised 2021 MBBS curriculum nationwide.
This document announces a 7-day national workshop from December 3rd to 9th on trends in solid waste management and biology at Shri Shankaracharya Mahavidyalaya in Bhilai. The workshop aims to make students aware of various techniques through demonstrations, including conservation of wildlife, solid waste management methodologies, DNA extraction, disease diagnosis, and mushroom cultivation. It provides details on registration fees for students, researchers, and faculty and how to pay. The schedule outlines the inaugural function, technical sessions led by experts from NOVA Nature Welfare Society and others, and a valedictory function.
This document provides a course syllabus for a Psychometric Theory course taught at the American School of Professional Psychology in Dallas. The syllabus outlines the instructor's information, a course description, prerequisites, required textbooks and articles, learning outcomes, assignments and grading scale. The course is designed to provide students with an introduction to key concepts in psychometric theory, including reliability, validity and item development. Students will learn how to evaluate psychological measures and develop their own measure to assess a psychological construct. The syllabus provides policies on attendance, academic dishonesty, disabilities and expected professional conduct. It also outlines a test development project where students will conceptualize a psychological construct and develop a corresponding measure throughout the semester.
Guidelines for preparing the master´s thesisnelfea
This document provides guidelines for preparing a master's thesis at Jackson State University. It outlines formatting standards for elements like type fonts, line spacing, margins, and pagination that must be followed for the thesis to receive final approval. The guidelines describe minimum university-wide standards for properly formatting the thesis and following the recommendations of the Council of Graduate Schools. Individual academic programs may require a specific style manual be used, such as APA, MLA, Chicago, or ACS. Masters' candidates are expected to conduct original research and defend their thesis in a public oral examination according to the policies in this manual.
Educational psychology is the application of psychological principles to education. It has two main branches: general psychology which includes areas like child psychology, and applied psychology which includes fields like educational psychology. Educational psychology involves studying the learner, the learning process, and learning situations. It applies to areas like instructional design, teaching methods, classroom management, school psychology, personality development, counseling, and physical education domains like yoga and sports. The goal is to understand students and learning to enhance education and foster students' development.
33. MICRO BIOLOGY.pdf MEDICAL SCIENCE RESEARCH & DEVELOPMENTSLits IT
This document provides an overview of the development of an operational manual for implementing an updated MBBS curriculum in Bangladesh. It acknowledges those involved in developing the manual, including various directors, deans, and faculty members from medical colleges. It explains that the operational manual will help guide teaching, learning, assessment, and ensure uniform implementation of the new curriculum. The document lists contributors and provides context on the need to periodically review and update curricula to meet changing needs.
33. MICRO BIOLOGY.pdf MEDICAL SCIENCE RESEARCH & DEVELOPMENTLits IT
This document provides an overview of the development of an operational manual for implementing an updated MBBS curriculum in Bangladesh. It acknowledges those involved in developing the manual, including various directors, deans, and faculty members from medical colleges. It explains that the operational manual will help ensure uniform, effective, and smooth implementation of the curriculum across all medical colleges. The document outlines the background and rationale for creating the manual to guide teaching, learning, and assessment according to the new curriculum. It then lists the contributors who helped develop the operational manual.
An overview of BAMS Curriculum or Syllabus including highlights of Minimum St...PRIYANKA GAUTAM
The document provides an overview of the BAMS curriculum and syllabus including highlights of the Minimum Standards of Education 2021. It discusses the origins and aims of Ayurveda, outlines the BAMS degree program and subjects covered in each professional year. It also introduces key aspects of the new outcome-based curriculum approach including general abilities, program learning outcomes, and course learning outcomes. Finally, it discusses various job opportunities available after completing BAMS including clinical practice, academics, research, and opportunities in allied industries.
The document discusses the results of surveys given to Ulster University students regarding their experience with Personal Development Planning (PDP). The surveys found that while students felt independent in their learning, opportunities could be improved to develop higher-order thinking skills. Many students also felt confident that their courses were helping them develop employability skills and facilitating successful transitions in their education.
This document summarizes a research study that explored student assignment production in two courses at a South African university. The study used an ethnographic methodology with a dual focus on students and the curriculum context.
The research design aimed to avoid deficit perspectives of students by validating student experiences through rich descriptions, while also examining the influence of curriculum and institutional structures. Data collection involved observing students' assignment work and interviewing lecturers about curriculum decision-making.
Findings illustrated the complex vocational education environment and how assignments signaled professional knowledge requirements. Student approaches to assignments showed flexibility and agency in engaging with requirements. The methodology provided insight into how curriculum and institutional factors shape student learning opportunities.
This document provides information about the National Conference on Advances in Physical Sciences for Sustainable Development (NCAPSSD-2022) that will take place on August 27, 2022. It will be sponsored by GUJCOST and the Climate Change Department. The one-day conference will be held in an offline mode. It will include scientific sessions, an abstract book with ISBN number, and potential publication in a peer-reviewed journal. The conference aims to spread awareness of the importance of basic sciences like physics, chemistry, and biology for sustainable development and solving global issues.
Professor Stephanie Watts presents the MSU BEST program, one of 17 national programs funding by NIH to assist and mentor graduate students for careers other than academia
Alternate teaching learning methods a welcome idea among students!ijsidonlineinfo
1) The study compared the effectiveness of two teaching methods - a PowerPoint presentation versus a blackboard/chalk presentation aided by 3D models.
2) An assessment given after each session found no significant difference in student performance between the two methods. However, feedback indicated that students preferred the use of 3D models as it helped visualize concepts.
3) When the lesson was recapped using a combination of methods, 58% of students rated this approach best over using a single method alone. The study concluded that using multiple teaching methods can make lectures more interesting for students.
This document discusses different methods for measuring attitudes, including Thurstone scales, Likert scales, and semantic differential scales. It defines attitudes as having affective, behavioral, and cognitive components. The Thurstone scale is described as using statements to assess attitudes along a dimension, with each statement valued for favorability. Likert scales ask respondents to indicate agreement with statements using rating scales, which are then assigned numeric values. Semantic differential scales use bipolar adjective scales to rate objects or events. Examples of each type of scale are provided.
The document discusses the DICE framework for assessing change management programs. It identifies four key factors for success: Duration (time between reviews), Integrity (team skills), Commitment (executive support), and Effort (additional workload). Calculating scores in each area allows companies to identify risks and make adjustments to ensure programs succeed. Scores between 7-14 indicate low risk, 14-17 medium risk, and over 17 high risk of failure. Applying the framework sparks strategic debate and helps manage project portfolios.
This document discusses strategic environmental scanning and its impact on organizational performance. It analyzes two companies - Nestle Nigeria Plc and Cadbury Nigeria Plc - to understand this relationship. The findings show that 30% of variations in effective organizational performance and productivity are caused by variations in strategic environmental scanning and external environmental factors respectively. Thus, strategic environmental scanning helps companies identify opportunities to seize and threats to avoid, leading to improved profitability. The document recommends that organizations strategically and continuously scan their environment to stay aware of changing political, economic, social, technological and other external factors impacting their business.
1. Course Schedule
The Period of August 2012 – January 2013
Pre-MM Batch 61
Regular Class
International Class
Diknas Class
Executive Class
MASTER OF MANAGEMENT
FACULTY OF ECONOMICS AND BUSINESS
UNIVERSITAS GADJAH MADA
1|P a g e
2. The List of Lecturer of Pre-MM Batch 61
The period of August 2012 – January 2013
SESSION
Nr. COURSE CREDIT LECTURER
CLASS A CLASS B CLASS C
Preliminary Session (swj) Prof. Dr. Suwardjono, M.Sc.
1 IFM Introduction to Financial Management 3 36 ca Choirunnisa Arifa, SE, M.Sc. sum Sumiyana, Drs., M.Si., Dr. adh Abdul Halim, Drs., MBA, Dr., Prof.
2 IB Introduction to Business 2 24 ga Gunawan Adisaputro, Drs., MBA rsh Ragil Sriharto, SE, MM, Ph.D. (Cand). tb Teguh Budiarto, Drs., MIM, Dr. (Cand).
3 IEM Introductory Economics for Managers 3 36 stw Soetatwo Hadiwigeno, Drs., MA, Ph.D. srt Soeratno, Drs., M.Ec., Dr. bsh Budiono Sri Handoko, Drs., MA, Ph.D.
4 SBD Statistics for Business Decision 3 36 tw Tri Widodo, SE, M.Ec.Dev., Ph.D. ah M. Adnan Hadjam, Drs., MA chs Christiana Suparmi, Dra., SU.
The List of Lecturer of Diknas Class
Semester II
The period of August 2012 – January 2013
Nr. Course Credit Session Lecturer
Class A Class B
1 SMPS Strategic Management for Public Sector 3 42 as Agus Setiawan, Drs., M.Soc.Sc., Ph.D. as Agus Setiawan, Drs., M.Soc.Sc., Ph.D.
2 MCS Management Control Systems 3 42 sgy/hb Sugiyono, M.Pd., Dr., Prof./ Hardo Basuki, Drs., M.Soc.Sc., Ph.D. sgy/hb Sugiyono, M.Pd., Dr., Prof./ Hardo Basuki, Drs., M.Soc.Sc., Ph.D.
3 SIT Systems and Information Technology 3 42 gw Gunawan Wibisono, SE, M.Acc. gw Gunawan Wibisono, SE, M.Acc.
ODL Organizational Development and Learning ag/da Anik Gufron, M.Pd., Dr., Prof./Djamaludin Ancok, Drs., MA., Ph.D., ag/da Anik Gufron, M.Pd., Dr., Prof./Djamaludin Ancok, Drs., MA, Ph.D.,
4 3 42
Prof. Prof.
QAE Quality Assurance in Education sla/hus/ Slamet PH, MA, M.Ed., MA, MLHR, Ph.D., Prof./Husaini Usman, sla/hus/ Slamet PH, MA, M.Ed., MA, MLHR, Ph.D., Prof./Husaini Usman,
5 3 42
wsc M.Pd., Dr., Prof./Wakhid Slamet Ciptono, Drs., MBA., MPM, Ph.D. wsc M.Pd., Dr., Prof./Wakhid Slamet Ciptono, Drs., MBA, MPM, Ph.D.
2|P a g e
3. The List of Lecturer of International Class
The period of August 2012 – January 2013
Nr. Course Batch Credit Session Lecturer
1 FM Financial Management 60 3 42 et Eduardus Tandelilin, Drs., MBA, DBA, Prof.
2 MM Marketing Management 60 3 42 bsd Basu Swastha Dh., Drs., MBA, Ph.D., Prof.
3 OB Organizational Behavior 60 3 42 gk Gugup Kismono, Drs., MBA, Ph.D.
4 BL Business Law 60 2 30 pps Paripurna P.S., Drs., SH, M.Hum., Dr.
5 OM Operations Management 60 3 42 sut Sutrisno, Ir., MSME, Ph.D.
6 BE Business Ethics 60 3 42 dhs Dewi Haryani Susilastuti, Dra., M.Sc., Ph.D.
7 SIT Systems and Information Technology 59 3 42 jgy Jogiyanto Hartono, Drs., MBA, Ph.D., Prof.
8 MCS Management Control Systems 59 3 42 spy Supriyadi, Drs., M.Sc., Ph.D.
9 SM Strategic Management 59 3 42 hh Hani Handoko, Drs., MBA, Ph.D.
10 GBE General Business Environment 59 3 48
- Course overview bsd Basu Swastha Dh., Drs., MBA, Ph.D., Prof.
- Demographical environment tne Tadjuddin Noer Effendi, Prof., Dr., MA.
- Social environment am Aris Arif Mundayat, Dr., MA.
- Cultural environment dsy Djoko Suryo, Prof., Dr., MA
- Domestic political environment ia Ichlasul Amal, Prof., Dr., MA.
- International political environment mmd Mohtar Masoed, Prof., Dr., MA.
- Natural environment sdt Shalihudin Djalal Tandjung, Prof., Dr., M.Sc.
- Technological environment: Information Technology jei Jazi Eko Istiyanto, Prof., Dr., M.Sc.
- Technological environment: Processing technology krk Kapti Rahayu Kuswanto, Prof., Dr.
- Governmental environment wk Wahyudi Kumorotomo, Prof., Dr., MPP.
- Economic development sa Sri Adiningsih, Dra., M.Sc., Ph.D.
- Regional economy sa Sri Adiningsih, Dra., M.Sc., Ph.D.
- Industry & sectoral policies mk Mudrajad Kuncoro, Prof., Dr., M.Soc.Sc.
- Monetary & fiscal policies mk Mudrajad Kuncoro, Prof., Dr., M.Soc.Sc.
Presentation and class discussion bsd Basu Swastha Dharmmesta, Prof., Dr., MBA
3|P a g e
4. The List of Lecturer of Regular Class
The period of August 2012 – January 2013
Lecturer
Nr. Course Batch Credit Session
Class A Class B Class C
1 FM Financial Management 60 3 42 sh Suad Husnan, Drs., MBA., Ph.D. shy Sri Handaru Yuliati, Dra., MBA. sum Sumiyana, Drs., M.Si., Dr.
2 MM Marketing Management 60 3 42 ssn Sahid Susilo Nugroho, Drs., M.Sc., M.Phil., Ph.D. tb Teguh Budiarto, Drs., MIM, Dr. (Cand). ya Yulia Arisnani, Dra. ,MBA, Ph.D.
3 OB Organizational Behavior 60 3 42 epn Edi Prasetyo Nugroho, Drs., MBA. rr Reni Rosari, Dra., MBA, Dr.(Cand). drw Diah Retno Wulandaru, Dra., MBA, Dr. (Cand).
4 BL Business Law 60 2 30 mf Mukti Fajar, SH, M.Hum., Dr. hwn M. Hawin, SH, LLM, Ph.D., Prof. hwn M. Hawin, SH, LLM, Ph.D., Prof.
5 OM Operations Management 60 3 42 ni Nurul Indarti, SE, Siv.Ok., Cand.Merc., Ph.D. khw Kuncoro Hartowidodo, Ir., M.Eng., Ph.D. sut Sutrisno, Ir., MSME, Ph.D.
6 BE Business Ethics 60 3 42 es Eko Suwardi, Drs., M.Sc., Ph.D. da Djamaludin Ancok, Drs., MA, Ph.D., Prof. ms Mahfud Sholihin, SE., M.Acc., Ph.D.
7 SIT Systems and Information Technology 59 3 42 jei Jazi Eko Istiyanto, Drs., M.Sc., Ph.D., Prof. jgy Jogiyanto Hartono, Drs., MBA, Ph.D., Prof. swr Sony Warsono, Drs., MAFIS, Ph.D.
8 MCS Management Control Systems 59 3 42 sm Setiyono Miharjo, Drs., MBA, Ph.D. sgt Sugiarto, Drs., MBA, M.Acc. gdn Goedono, Drs., MBA, Ph.D., Prof.
9 SM Strategic Management 59 3 42 ra Rangga Almahendra, ST, MM, Ph.D. bso Budi Santoso, SE., M.Bus., Ph.D. en Ertambang Nahartyo, Drs., M.Sc., Ph.D.
10 GBE General Business Environment 59 3 48
- Course overview psp Prasetyo Soepono, Drs., MA, MBA, Ph.D., Prof. psp Prasetyo Soepono, Drs., MA, MBA, Ph.D., Prof. bsd Basu Swastha Dh., Drs., MBA, Ph.D., Prof.
- Demographical environment tne Tadjuddin Noer Effendi, Prof., Dr., MA. tne Tadjuddin Noer Effendi, Prof., Dr., MA. tne Tadjuddin Noer Effendi, Prof., Dr., MA.
- Social environment am Aris Arif Mundayat, Dr., MA. am Aris Arif Mundayat, Dr., MA. am Aris Arif Mundayat, Dr., MA.
- Cultural environment dsy Djoko Suryo, Prof., Dr., MA dsy Djoko Suryo, Prof., Dr., MA dsy Djoko Suryo, Prof., Dr., MA
- Domestic political environment ia Ichlasul Amal, Prof., Dr., MA. ia Ichlasul Amal, Prof., Dr., MA. ia Ichlasul Amal, Prof., Dr., MA.
- International political environment mmd Mohtar Masoed, Prof., Dr., MA. mmd Mohtar Masoed, Prof., Dr., MA. mmd Mohtar Masoed, Prof., Dr., MA.
- Natural environment sdt Shalihudin Djalal Tandjung, Prof., Dr., M.Sc. sdt Shalihudin Djalal Tandjung, Prof., Dr., M.Sc. sdt Shalihudin Djalal Tandjung, Prof., Dr., M.Sc.
- Tech. env.: Information Technology jei Jazi Eko Istiyanto, Prof., Dr., M.Sc. jei Jazi Eko Istiyanto, Prof., Dr., M.Sc. jei Jazi Eko Istiyanto, Prof., Dr., M.Sc.
- Tech. env.: Processing technology zpl Zuprizal, Prof., Dr. zpl Zuprizal, Prof., Dr. krk Kapti Rahayu Kuswanto, Prof., Dr.
- Governmental environment wk Wahyudi Kumorotomo, Prof., Dr., MPP. wk Wahyudi Kumorotomo, Prof., Dr., MPP. wk Wahyudi Kumorotomo, Prof., Dr., MPP.
- Economic development sa Sri Adiningsih, Dra., M.Sc., Ph.D. sa Sri Adiningsih, Dra., M.Sc., Ph.D. sa Sri Adiningsih, Dra., M.Sc., Ph.D.
- Regional economy sa Sri Adiningsih, Dra., M.Sc., Ph.D. sa Sri Adiningsih, Dra., M.Sc., Ph.D. sa Sri Adiningsih, Dra., M.Sc., Ph.D.
- Industry & sectoral policies mk Mudrajad Kuncoro, Prof., Dr., M.Soc.Sc. mk Mudrajad Kuncoro, Prof., Dr., M.Soc.Sc. mk Mudrajad Kuncoro, Prof., Dr., M.Soc.Sc.
- Monetary & fiscal policies mk Mudrajad Kuncoro, Prof., Dr., M.Soc.Sc. mk Mudrajad Kuncoro, Prof., Dr., M.Soc.Sc. mk Mudrajad Kuncoro, Prof., Dr., M.Soc.Sc.
Presentation and class discussion psp Prasetyo Soepono, Drs., MA, MBA, Ph.D., Prof. psp Prasetyo Soepono, Drs., MA, MBA, Ph.D., Prof. bsd Basu Swastha Dh., Drs., MBA, Ph.D., Prof.
4|P a g e
5. The List of Lecturer of Concentration Class
The period of August 2012 – January 2013
Nr. Course Batch Credit Session Lecturer
1 CBA Consumer Behavior Analysis 59 3 42 swi Sari Winahjoe S., Dra., MBA, Dr. (Cand).
2 AMS Advanced Marketing Strategy 59 3 42 bsd Basu Swastha Dh., Drs., MBA, Ph.D., Prof.
3 PTM Portfolio Management 59 3 42 sh Suad Husnan, Drs., MBA, Ph.D.
4 FRM Financial Risk Management 59 3 42 mh Mamduh M. Hanafi, Drs., MBA, Ph.D.
5 SHRM Strategic Human Resource Management 59 3 42 sst Sari Sitalaksmi, SE, M.Mgt., Ph.D.
6 LI Leadership and Innovation 59 3 42 gk Gugup Kismono, Drs., MBA, Ph.D
7 SL Strategic Leadership 59 3 42 hh Hani Handoko, Drs., MBA, Ph.D.
8 CS Corporate Strategy 59 3 42 aw Amin Wibowo, Drs., MBA, Ph.D.
9 BM Business Modeling 59 3 42 rv Risa Virgosita, SE, M.Sc.
59 3 42 brp Boyke Rudi Purnomo, SE, MM
10 EI Entrepreneurship and Innovation
59-Int 3 42 ni Nurul Indarti, SE, Siv.Ok., Cand.Merc., Ph.D.
5|P a g e
6. Course Schedule
Week 1
August 27 – September 1, 2012
UPDATE per 20 Jul’12
Monday 27
No Time REG - INT CLASS PRE-MM DIKNAS II
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
FM-A-60 SIT-A-59 SIT-B-59 FM-INT-60 SM-C-59
1 07.00–09.30
sh jei jgy et en
PTM-59 SHRM-59 EI-59 OM-INT-60
2 10.00–12.30
sh sst brp sut
FM-B-60
3 13.30–16.00
shy
4 16.00–18.30
No Time Tuesday 28
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
MCS-A-59 MM-B-60 OM-C-60 MCS-INT-59 SM-B-59 SIT-C-59 MCS-A
1 07.00–09.30
sm tb sut spy bso swr sgy
BL-A-60 OB-B-60 BL-C-60 BL-INT-60 FRM-59 CBA-59 MCS-B
2 10.00–12.30
mf rr hwn pps mh swi sgy
OB-A-60 BE-B-60 CS-59 BE-INT-60 LI-59
3 13.30–16.00
epn da aw dhs gk
4 16.00–18.30
No Time Wednesday 29
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
OM-A-60 BL-B-60 SM-INT-59 MCS-C-59 SMPS-A QAE-B
1 07.00–09.30 sla
ni hwn hh gdn ast
OB-A-60 OM-B-60 MM-C-60 EI-INT-59 SL-59 AMS-59 QAE-A
2 10.00–12.30 sla
epn khw ya ni hh bsd
FM-C-60 MM-INT-60
3 13.30–16.00
sum bsd
4 16.00–18.30
No Time Thursday 30
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
BE-A-60 SM-A-59 SIT-INT-59 MCS-B-59 ODL-A SIT-B
1 07.00–09.30
es ra jgy sgt ag gw
MM-A-60 BE-C-60 OB-INT-60 BM-59 SIT-A ODL-B
2 10.00–12.30
ssn ms gk rv gw ag
OB-C-60
3 13.30–16.00
drw
4 16.00–18.30
No Time Friday 31
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
GBE-A-59 GBE-C-59 SMPS-B
1 08.30–11.00
1 psp 1 bsd ast
2 10.00–12.30
GBE-B-59 GBE-Int-59
3 13.30–16.00
1 psp 1 bsd
4 16.00–18.30
No Time Saturday 1
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 08.00–10.30
2 10.45–13.15
3 14.15–16.45
4 17.00–19.30
61 Pra-MM 60 International 60 Reguler 59 International 59 Reguler KK Diknas II Field of Interest
6|P a g e
7. Course Schedule
Week 2
September 3 – 8, 2012
Monday 3
No Time REG - INT CLASS PRE-MM DIKNAS II
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
FM-A-60 SIT-A-59 SIT-B-59 FM-INT-60 SM-C-59
1 07.00–09.30
sh jei jgy et en
PTM-59 SHRM-59 EI-59 OM-INT-60
2 10.00–12.30
sh sst brp sut Ke-UGM-an
GBE-A-59 FM-B-60 GBE-B-59 GBE-Int-59 GBE-C-59
3 13.30–16.00
2 sa shy 2 am 2 mmd 2 dsy
4 16.00–18.30
No Time Tuesday 4
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
MCS-A-59 MM-B-60 OM-C-60 MCS-INT-59 SM-B-59 SIT-C-59 IEM-A-61 IB-B-61 SBD-C-61 MCS-A
1 07.00–09.30
sm tb sut spy bso swr stw rsh chs sgy
BL-A-60 OB-B-60 BL-C-60 BL-INT-60 FRM-59 CBA-59 IFM-A-61 SBD-B-61 IEM-C-61 MCS-B
2 10.00–12.30
mf rr hwn pps mh swi ca ah bsh sgy
OB-A-60 BE-B-60 CS-59 BE-INT-60 LI-59
3 13.30–16.00
epn da aw dhs gk
4 16.00–18.30
No Time Wednesday 5
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
OM-A-60 BL-B-60 SM-INT-59 MCS-C-59 SBD-A-61 IEM-B-61 IB-C-61 SMPS-A QAE-B
1 07.00–09.30 sla
ni hwn hh gdn tw srt tb ast
OB-A-60 OM-B-60 MM-C-60 EI-INT-59 SL-59 AMS-59 IB-A-61 IFM-B-61 IFM-C-61 QAE-A
2 10.00–12.30 sla
epn khw ya ni hh bsd ga sum adh
FM-C-60 MM-INT-60
3 13.30–16.00
sum bsd
4 16.00–18.30
No Time Thursday 6
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
BE-A-60 SM-A-59 SIT-INT-59 MCS-B-59 ODL-A SIT-B
1 07.00–09.30
es ra jgy sgt ag gw
MM-A-60 BE-C-60 OB-INT-60 SIT-A ODL-B
2 10.00–12.30
ssn ms gk gw ag
GBE-A-59 GBE-B-59 OB-C-60 GBE-C-59
3 13.30–16.00
3 mk 3 dsy drw 3 sa
4 16.00–18.30
No Time Friday 7
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
OB-A-60 GBE-Int-59 SMPS-B
1 08.30–11.00
epn 3 krk ast
2 10.00–12.30
3 13.30–16.00
4 16.00–18.30
No Time Saturday 8
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 08.00–10.30
2 10.45–13.15
3 14.15–16.45
4 17.00–19.30
61 Pra-MM 60 International 60 Reguler 59 International 59 Reguler KK Diknas II Field of Interest
7|P a g e
8. Course Schedule
Week 3
September 10 – 15, 2012
Monday 10
No Time REG - INT CLASS PRE-MM DIKNAS II
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
FM-A-60 SIT-A-59 SIT-B-59 FM-INT-60 SM-C-59
1 07.00–09.30
sh jei jgy et en
PTM-59 SHRM-59 EI-59 OM-INT-60
2 10.00–12.30
sh sst brp sut
GBE-A-59 FM-B-60 GBE-B-59 GBE-Int-59 GBE-C-59
3 13.30–16.00
4 am shy 4 sa 4 mk 4 ia
4 16.00–18.30
No Time Tuesday 11
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
MCS-A-59 MM-B-60 OM-C-60 MCS-INT-59 SM-B-59 SIT-C-59 IEM-A-61 IB-B-61 SBD-C-61 MCS-A
1 07.00–09.30
sm tb sut spy bso swr stw rsh chs sgy
BL-A-60 OB-B-60 BL-C-60 BL-INT-60 FRM-59 CBA-59 IFM-A-61 SBD-B-61 IEM-C-61 MCS-B
2 10.00–12.30
mf rr hwn pps mh swi ca ah bsh sgy
OB-A-60 BE-B-60 CS-59 BE-INT-60 LI-59
3 13.30–16.00
epn da aw dhs gk
4 16.00–18.30
No Time Wednesday 12
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
OM-A-60 BL-B-60 SM-INT-59 MCS-C-59 SBD-A-61 IEM-B-61 IB-C-61 SMPS-A QAE-B
1 07.00–09.30 sla
ni hwn hh gdn tw srt tb ast
OB-A-60 OM-B-60 MM-C-60 EI-INT-59 SL-59 AMS-59 IB-A-61 IFM-B-61 IFM-C-61 QAE-A
2 10.00–12.30 sla
epn khw ya ni hh bsd ga sum adh
FM-C-60 MM-INT-60
3 13.30–16.00
sum bsd
4 16.00–18.30
No Time Thursday 13
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
BE-A-60 SM-A-59 SIT-INT-59 MCS-B-59 ODL-A SIT-B
1 07.00–09.30
es ra jgy sgt ag gw
2 10.00–12.30
MM-A-60 BE-C-60 OB-INT-60 BM-59 Guest Lecture??? SIT-A ODL-B
ssn ms gk rv All classes @ 10.00 – 12.30 * gw ag
OB-C-60 BM-59
3 13.30–16.00
drw rv
4 16.00–18.30
No Time Friday 14
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
GBE-A-59 GBE-B-59 GBE-C-59 GBE-Int-59 SMPS-B
1 08.30–11.00
5 tne 5 mk 5 mmd 5 sa ast
2 10.00–12.30
3 13.30–16.00
4 16.00–18.30
No Time Saturday 15
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 08.00–10.30
2 10.45–13.15
3 14.15–16.45
4 17.00–19.30
61 Pra-MM 60 International 60 Reguler 59 International 59 Reguler KK Diknas II Field of Interest *) Possibility to rescheduled
8|P a g e
9. Course Schedule
Week 4
September 17 – 22, 2012
Monday 17
No Time REG - INT CLASS PRE-MM DIKNAS II
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
FM-A-60 SIT-A-59 SIT-B-59 FM-INT-60 SM-C-59
1 07.00–09.30
sh jei jgy et en
PTM-59 SHRM-59 EI-59 OM-INT-60 AMS-59*
2 10.00–12.30
sh sst brp sut bsd
GBE-A-59 FM-B-60 GBE-B-59 MM-INT-60* GBE-Int-59 GBE-C-59
3 13.30–16.00
bsd
6 dsy shy 6 tne 6 am 6 sa
4 16.00–18.30
No Time Tuesday 18
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
MCS-A-59 MM-B-60 OM-C-60 MCS-INT-59 SM-B-59 SIT-C-59 IEM-A-61 IB-B-61 SBD-C-61 MCS-A
1 07.00–09.30
sm tb sut spy bso swr stw rsh chs sgy
BL-A-60 OB-B-60 BL-C-60 BL-INT-60 FRM-59 CBA-59 IFM-A-61 SBD-B-61 IEM-C-61 MCS-B
2 10.00–12.30
mf rr hwn pps mh swi ca ah bsh sgy
BE-B-60 CS-59 BE-INT-60 LI-59
3 13.30–16.00
da aw dhs gk
4 16.00–18.30
No Time Wednesday 19
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
OM-A-60 BL-B-60 SM-INT-59 MCS-C-59 SBD-A-61 IEM-B-61 IB-C-61 SMPS-A QAE-B
1 07.00–09.30 sla
ni hwn hh gdn tw srt tb ast
OM-B-60 MM-C-60 EI-INT-59 SL-59 IB-A-61 IFM-B-61 IFM-C-61 QAE-A
2 10.00–12.30 sla
khw ya ni hh ga sum adh
FM-C-60
3 13.30–16.00
sum
4 16.00–18.30
No Time Thursday 20
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
BE-A-60 SM-A-59 SIT-INT-59 MCS-B-59 ODL-A SIT-B
1 07.00–09.30
es ra jgy sgt ag gw
MM-A-60 BE-C-60 OB-INT-60 SIT-A ODL-B
2 10.00–12.30
ssn ms gk gw ag
GBE-A-59 GBE-B-59 OB-C-60 GBE-Int-59 GBE-C-59
3 13.30–16.00
7 ia 7 mmd drw 7 dsy 7 mk
4 16.00–18.30
No Time Friday 21
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
SMPS-B
1 08.30–11.00
ast
2 10.00–12.30
3 13.30–16.00
4 16.00–18.30
No Time Saturday 22
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 08.00–10.30
2 10.45–13.15
3 14.15–16.45
4 17.00–19.30
61 Pra-MM 60 International 60 Reguler 59 International 59 Reguler KK Diknas II Field of Interest *) rescheduled class
9|P a g e
10. Course Schedule
Week 5
September 24 – 29, 2012
Monday 24
No Time REG - INT CLASS PRE-MM DIKNAS II
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
FM-A-60 SIT-A-59 SIT-B-59 FM-INT-60 SM-C-59
1 07.00–09.30
sh jei jgy et en
PTM-59 SHRM-59 EI-59 OM-INT-60
2 10.00–12.30
sh sst brp sut
GBE-A-59 FM-B-60 GBE-B-59 GBE-Int-59 GBE-C-59
3 13.30–16.00
8 mmd shy 8 mk 8 sa 8 sdt
4 16.00–18.30
No Time Tuesday 25
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
MCS-A-59 MM-B-60 OM-C-60 MCS-INT-59 SM-B-59 SIT-C-59 IEM-A-61 IB-B-61 SBD-C-61 MCS-A
1 07.00–09.30
sm tb sut spy bso swr stw rsh chs sgy
BL-A-60 OB-B-60 BL-C-60 BL-INT-60 FRM-59 CBA-59 IFM-A-61 SBD-B-61 IEM-C-61 MCS-B
2 10.00–12.30
mf rr hwn pps mh swi ca ah bsh sgy
BE-B-60 CS-59 BE-INT-60 LI-59
3 13.30–16.00
da aw dhs gk
4 16.00–18.30
No Time Wednesday 26
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
OM-A-60 BL-B-60 SM-INT-59 MCS-C-59 SBD-A-61 IEM-B-61 IB-C-61 SMPS-A QAE-B
1 07.00–09.30 sla
ni hwn hh gdn tw srt tb ast
OM-B-60 MM-C-60 EI-INT-59 SL-59 AMS-59 IB-A-61 IFM-B-61 IFM-C-61 QAE-A
2 10.00–12.30 sla
khw ya ni hh bsd ga sum adh
FM-C-60 MM-INT-60
3 13.30–16.00
sum bsd
4 16.00–18.30
No Time Thursday 27
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
BE-A-60 SM-A-59 SIT-INT-59 MCS-B-59 ODL-A SIT-B
1 07.00–09.30
es ra jgy sgt ag gw
MM-A-60 BE-C-60 OB-INT-60 BM-59 SIT-A ODL-B
2 10.00–12.30
ssn ms gk rv gw ag
OB-C-60 BM-59
3 13.30–16.00
drw rv
4 16.00–18.30
No Time Friday 28
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
GBE-A-59 GBE-B-59 GBE-C-59 GBE-Int-59 SMPS-B
1 08.30–11.00
9 jei 9 wk 9 krk 9 mk ast
2 10.00–12.30
3 13.30–16.00
4 16.00–18.30
No Time Saturday 29
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 08.00–10.30
2 10.45–13.15
3 14.15–16.45
4 17.00–19.30
61 Pra-MM 60 International 60 Reguler 59 International 59 Reguler KK Diknas II Field of Interest
10 | P a g e
11. Course Schedule
Week 6
October 1 – 6, 2012
Monday 1
No Time REG - INT CLASS PRE-MM DIKNAS II
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
FM-A-60 SIT-A-59 SIT-B-59 FM-INT-60 SM-C-59
1 07.00–09.30
sh jei jgy et en
PTM-59 BE-B-60 SHRM-59 OM-INT-60 EI-59
2 10.00–12.30
sh da sst sut brp
GBE-A-59 FM-B-60 GBE-B-59 GBE-Int-59 GBE-C-59
3 13.30–16.00
10 sa shy 10 zpl 10 wk 10 mk
4 16.00–18.30
No Time Tuesday 2
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
MCS-A-59 MM-B-60 OM-C-60 MCS-INT-59 SM-B-59 SIT-C-59 IEM-A-61 SBD-C-61 MCS-A
1 07.00–09.30
sm tb sut spy bso swr stw chs sgy
OB-B-60 FRM-59 CBA-59 IFM-A-61 SBD-B-61 IEM-C-61 MCS-B
2 10.00–12.30
rr mh swi ca ah bsh sgy
BE-B-60 CS-59 BE-INT-60 LI-59
3 13.30–16.00
da aw dhs gk
4 16.00–18.30
No Time Wednesday 3
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
OM-A-60 SM-INT-59 MCS-C-59 SBD-A-61 IEM-B-61 SMPS-A QAE-B
1 07.00–09.30 sla
ni hh gdn tw srt ast
OM-B-60 MM-C-60 EI-INT-59 SL-59 AMS-59 IFM-B-61 IFM-C-61 QAE-A
2 10.00–12.30 sla
khw ya ni hh bsd sum adh
FM-C-60 MM-INT-60
3 13.30–16.00
sum bsd
4 16.00–18.30
No Time Thursday 4
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
BE-A-60 SM-A-59 SIT-INT-59 MCS-B-59 ODL-A SIT-B
1 07.00–09.30
es ra jgy sgt ag gw
MM-A-60 BE-C-60 OB-INT-60 SIT-A ODL-B
2 10.00–12.30
ssn ms gk gw ag
GBE-A-59 GBE-B-59 OB-C-60 GBE-Int-59 GBE-C-59
3 13.30–16.00
11 mk 11 jei drw 11 ia 11 wk
4 16.00–18.30
No Time Friday 5
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
GBE-A-59 GBE-B-59 GBE-Int-59 GBE-C-59 SMPS-B
1 08.30–11.00
12 sdt 12 sa 12 jei 12 tne ast
2 10.00–12.30
3 13.30–16.00
4 16.00–18.30
No Time Saturday 6
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 08.00–10.30
2 10.45–13.15
3 14.15–16.45
4 17.00–19.30
61 Pra-MM 60 International 60 Reguler 59 International 59 Reguler KK Diknas II Field of Interest
11 | P a g e
12. Course Schedule
Week 7
October 8 – 13, 2012
Monday 8
No Time REG - INT CLASS PRE-MM DIKNAS II
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
FM-A-60 SIT-A-59 SIT-B-59 FM-INT-60 SM-C-59
1 07.00–09.30
sh jei jgy et en
PTM-59 SHRM-59 EI-59 OM-INT-60
2 10.00–12.30
sh sst brp sut
GBE-A-59 FM-B-60 GBE-B-59 GBE-C-59 GBE-Int-59
3 13.30–16.00
13 wk shy 13 ia 13 jei 13 sdt
4 16.00–18.30
No Time Tuesday 9
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
MCS-A-59 MM-B-60 OM-C-60 MCS-INT-59 SM-B-59 SIT-C-59 IEM-A-61 SBD-C-61 MCS-A
1 07.00–09.30
sm tb sut spy bso swr stw chs sgy
OB-B-60 FRM-59 CBA-59 IFM-A-61 SBD-B-61 IEM-C-61 MCS-B
2 10.00–12.30
rr mh swi ca ah bsh sgy
CS-59 BE-INT-60 LI-59
3 13.30–16.00
aw dhs gk
4 16.00–18.30
No Time Wednesday 10
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
OM-A-60 SM-INT-59 MCS-C-59 SBD-A-61 IEM-B-61 SMPS-A QAE-B
1 07.00–09.30 wsc
ni hh gdn tw srt ast
OM-B-60 MM-C-60 EI-INT-59 SL-59 AMS-59 IFM-B-61 IFM-C-61 QAE-A
2 10.00–12.30 wsc
khw ya ni hh bsd sum adh
FM-C-60 MM-INT-60
3 13.30–16.00
sum bsd
4 16.00–18.30
No Time Thursday 11
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
BE-A-60 SM-A-59 SIT-INT-59 MCS-B-59 ODL-A SIT-B
1 07.00–09.30
es ra jgy sgt ag gw
MM-A-60 BE-C-60 OB-INT-60 BM-59 SIT-A ODL-B
2 10.00–12.30
ssn ms gk rv gw ag
OB-C-60 BM-59
3 13.30–16.00
drw rv
4 16.00–18.30
No Time Friday 12
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
GBE-A-59 GBE-B-59 GBE-C-59 GBE-Int-59 ME-IB-61A ME-IB-61B ME-IB-61C SMPS-B
1 08.30–11.00
14 zpl 14 sdt 14 am 14 tne ast
2 10.00–12.30
ME-BL-60A ME-BL-60B ME-BL-60C ME-BL-INT-60
3 13.30–16.00
4 16.00–18.30
No Time Saturday 13
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 08.00–10.30
2 10.45–13.15
3 14.15–16.45
4 17.00–19.30
61 Pra-MM 60 International 60 Reguler 59 International 59 Reguler KK Diknas II Field of Interest
12 | P a g e
13. Course Schedule
MID – EXAM
October 15 – 21, 2012
Monday 15
No Time REG - INT CLASS PRE-MM DIKNAS II
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
ME-FM-60A ME-FM-60B ME-FM-60C ME-FM-Int-60
1 07.30–10.00
ME-SIT-59A ME-SIT-59B ME-SIT-59C ME-SIT-Int-59
2 10.30–13.00
3 13.30–16.00
4 16.00–18.30
No Time Tuesday 16
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
ME-IFM-61A ME-IFM-61B ME-IFM-61C
1 07.30–10.00
ME-SMPS-DIKNAS A ME-SMPS-DIKNAS B
2 10.30–13.00
3 13.30–16.00
4 16.00–18.30
No Time Wednesday 17
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
ME-MM-60A ME-MM-60B ME-MM-60C ME-MM-Int-60
1 07.30–10.00
ME-MCS-59A ME-MCS-59B ME-MCS-59C ME-MCS-Int-59
2 10.30–13.00
3 13.30–16.00
4 16.00–18.30
No Time Thursday 18
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
ME-IEM-61A ME-IEM-61B ME-IEM-61C
1 07.30–10.00
ME-MCS-DIKNAS A ME-MCS-DIKNAS B
2 10.30–13.00
3 13.30–16.00
4 16.00–18.30
No Time Friday 191
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
ME-OB-60A ME-OB-60B ME-OB-60C ME-OB-Int-60
1 08.30–11.00
2 10.00–12.30
ME-SM-59A ME-SM-59B ME-SM-59C ME-SM-Int-59
3 13.30–16.00
4 16.00–18.30
No Time Saturday 20
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 07.30–10.00
2 10.30–13.00
3 13.30–16.00
4 16.00–18.30
61 Pra-MM 60 International 60 Reguler 59 International 59 Reguler KK Diknas II Field of Interest
13 | P a g e
14. Course Schedule
MID-EXAM
October 22 – 25, 2012
Monday 22
No Time REG - INT CLASS PRE-MM DIKNAS II
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
ME-OM-60A ME-OM-60B ME-OM-60C ME-OM-Int-60
1 07.30–10.00
ME-PTM-59 ME-CBA-59 ME-SHRM-59
2 10.30–13.00
ME-SIT-DIKNAS A ME-SIT-DIKNAS B ME-EI-59 ME-EI-Int-59
3 13.30–16.00
4 16.00–18.30
No Time Tuesday 23
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
ME-SBD-61A ME-SBD-61B ME-SBD-61C
1 07.30–10.00
ME-SL-59 ME-AMS-59 ME-LI-59
2 10.30–13.00
ME-ODL-DIKNAS A ME-ODL-DIKNAS B
3 13.30–16.00
4 16.00–18.30
No Time Wednesday 249
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
ME-BE-60A ME-BE-60B ME-BE-60C ME-BE-Int-60
1 07.30–10.00
ME-FRM-59 ME-CS-59 ME-BM-59
2 10.30–13.00
ME-QAE-DIKNAS A ME-QAE-DIKNAS B
3 13.30–16.00
4 16.00–18.30
No Time Thursday 25
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 07.30–10.00
2 10.30–13.00
3 13.30–16.00
4 16.00–18.30
No Time Friday 26
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 08.30–11.00
2 10.00–12.30
3 13.30–16.00 Commemoration Day of Idul Adha 1433 H
4 16.00–18.30
No Time Saturday 27
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 07.30–10.00
2 10.30–13.00
3 13.30–16.00
4 16.00–18.30
61 Pra-MM 60 International 60 Reguler 59 International 59 Reguler KK Diknas II Field of Interest
14 | P a g e
15. Course Schedule
MID BREAK
October 29 – November 3, 2012
Monday 29
No Time REG - INT CLASS PRE-MM DIKNAS II
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 07.00–09.30
2 10.00–12.30
3 13.30–16.00
4 16.00–18.30
No Time Tuesday 30
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 07.00–09.30
2 10.00–12.30
3 13.30–16.00
4 16.00–18.30
No Time Wednesday 31
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 07.00–09.30
2 10.00–12.30
3 13.30–16.00
4 16.00–18.30
No Time Thursday 1
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 07.00–09.30
2 10.00–12.30
3 13.30–16.00
4 16.00–18.30
No Time Friday 2
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 08.30–11.00
2 10.00–12.30
3 13.30–16.00
4 16.00–18.30
No Time Saturday 3
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 08.00–10.30
2 10.45–13.15
3 14.15–16.45
4 17.00–19.30
61 Pra-MM 60 International 60 Reguler 59 International 59 Reguler KK Diknas II Field of Interest
15 | P a g e
16. Course Schedule
Week 8
November 5 – 10, 2012
Monday 5
No Time REG - INT CLASS PRE-MM DIKNAS II
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
FM-A-60 SIT-A-59 SIT-B-59 FM-INT-60 SM-C-59
1 07.00–09.30
sh jei jgy et en
PTM-59 SHRM-59 EI-59 OM-INT-60
2 10.00–12.30
sh sst brp sut
FM-B-60
3 13.30–16.00
shy
4 16.00–18.30
No Time Tuesday 6
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
MCS-A-59 MM-B-60 OM-C-60 MCS-INT-59 SM-B-59 SIT-C-59 IEM-A-61 IB-B-61 SBD-C-61 MCS-A
1 07.00–09.30
sm tb sut spy bso swr stw rsh chs hb
BL-A-60 OB-B-60 BL-C-60 BL-INT-60 FRM-59 CBA-59 IFM-A-61 SBD-B-61 IEM-C-61 MCS-B
2 10.00–12.30
mf rr hwn pps mh swi ca ah bsh hb
BE-B-60 CS-59 BE-INT-60 LI-59
3 13.30–16.00
da aw dhs gk
4 16.00–18.30
No Time Wednesday 7
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
OM-A-60 BL-B-60 SM-INT-59 MCS-C-59 SBD-A-61 IEM-B-61 IB-C-61 SMPS-A QAE-B
1 07.00–09.30 wsc
ni hwn hh gdn tw srt tb ast
OB-A-60 OM-B-60 MM-C-60 EI-INT-59 SL-59 AMS-59 IB-A-61 IFM-B-61 IFM-C-61 QAE-A
2 10.00–12.30 wsc
epn khw ya ni hh bsd ga sum adh
FM-C-60 MM-INT-60
3 13.30–16.00
sum bsd
4 16.00–18.30
No Time Thursday 8
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
BE-A-60 SM-A-59 SIT-INT-59 MCS-B-59 ODL-A SIT-B
1 07.00–09.30
es ra jgy sgt da gw
MM-A-60 BE-C-60 OB-INT-60 BM-59 SIT-A ODL-B
2 10.00–12.30
ssn ms gk rv gw da
OB-C-60 BM-59 SMPS-B*
3 13.30–16.00
drw rv ast
4 16.00–18.30
No Time Friday 9
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
BE-A-60** SM-A-59** OB-C-60** SIT-INT-59** MCS-B-59** ODL-A** SIT-B**
1 08.30–11.00
jgy
es ra drw sgt da gw
2 10.00–12.30
MM-A-60** BE-C-60** OB-INT-60** SIT-A** ODL-B**
3 13.30–16.00
gk
ssn ms gw da
4 16.00–18.30
No Time Saturday 10
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 08.00–10.30
2 10.45–13.15
3 14.15–16.45
4 17.00–19.30
61 Pra-MM 60 International 60 Reguler 59 International 59 Reguler KK Diknas II Field of Interest **) Rescheduled Course
16 | P a g e
17. Course Schedule
Week 9
November 12 – 17, 2012
Monday 12
No Time REG - INT CLASS PRE-MM DIKNAS II
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
FM-A-60 SIT-A-59 SIT-B-59 FM-INT-60 SM-C-59
1 07.00–09.30
sh jei jgy et en
PTM-59 SHRM-59 EI-59 OM-INT-60
2 10.00–12.30
sh sst brp sut
FM-B-60
3 13.30–16.00
shy
4 16.00–18.30
No Time Tuesday 13
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
MCS-A-59 MM-B-60 OM-C-60 MCS-INT-59 SM-B-59 SIT-C-59 IEM-A-61 IB-B-61 SBD-C-61 MCS-A
1 07.00–09.30
sm tb sut spy bso swr stw rsh chs hb
BL-A-60 OB-B-60 BL-C-60 BL-INT-60 FRM-59 CBA-59 IFM-A-61 SBD-B-61 IEM-C-61 MCS-B
2 10.00–12.30
mf rr hwn pps mh swi ca ah bsh hb
BE-B-60 CS-59 BE-INT-60 LI-59
3 13.30–16.00
da aw dhs gk
4 16.00–18.30
No Time Wednesday 14
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
OM-A-60 BL-B-60 SM-INT-59 MCS-C-59 SBD-A-61 IEM-B-61 IB-C-61 SMPS-A QAE-B
1 07.00–09.30 hus
ni hwn hh gdn tw srt tb ast
OB-A-60 OM-B-60 MM-C-60 EI-INT-59 SL-59 AMS-59 IB-A-61 IFM-B-61 IFM-C-61 QAE-A
2 10.00–12.30 hus
epn khw ya ni hh bsd ga sum adh
FM-C-60 MM-INT-60
3 13.30–16.00
sum bsd
4 16.00–18.30
No Time Thursday 15
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 07.00–09.30
2 10.00–12.30
3 13.30–16.00 Islamic New Year 1434 H
4 16.00–18.30
No Time Friday 16
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 08.30–11.00
2 10.00–12.30
3 13.30–16.00 National Vacation
4 16.00–18.30
No Time Saturday 17
401 402 403 404 405 412 301 (A) 302 (B) 304 (C) 303 201 (A) 202 (B)
1 08.00–10.30
2 10.45–13.15
3 14.15–16.45
4 17.00–19.30
61 Pra-MM 60 International 60 Reguler 59 International 59 Reguler KK Diknas II Field of Interest
17 | P a g e