A. Goal, Objectives, and Characteristics of the K2020 Multistrata Curriculum (K2020)
The educational objective of IPB 4.0 is to cultivate powerful agile learners—individuals who are adaptive, resilient, and future-oriented. These learners are characterized by mastery of a future-ready mindset and a comprehensive 21st-century skill set, which includes:
Foundational Literacies:
Literacy in reading and writing, numeracy, science, finance, digital technology, and cultural and civic understanding—skills that enable students to solve everyday problems effectively.
Competencies for Addressing Complex Problems:
These include critical thinking and complex problem solving, creativity, communication, and collaboration—collectively known as the 4Cs. (Note: the repetition of “communication” in the original text may be a typographical error.)
Character Qualities:
Traits essential for thriving in rapidly changing environments, such as curiosity, initiative, persistence, adaptability, leadership, and social and cultural awareness.
The competencies and character traits developed through the Common Competence Program (the first year of IPB’s bachelor’s program) or PKU serve as the foundation for building the 4Cs, which are further strengthened through learning at the study program level.
Instruction within the PKU is designed to stimulate and train the mindset of both students and lecturers so that they:
1. Develop broad perspectives on various issues.
2. Think critically and are less susceptible to misinformation or hoaxes.
3. Become more creative in identifying interdisciplinary connections.
4. Acquire strong skills and a wide-ranging understanding of diverse concepts.
5. Engage in learning activities that are captivating, future-oriented, and full of aspiration.
Table 1. Goals, Objectives, and Characteristics of K2020
| Goals | : | 1. | To broaden intellectual horizons in order to become an agile learner. |
| 2. | To foster a lifelong passion for learning and become a resilient learner. | ||
| 3. | To strengthen the ambition and drive to be the best. | ||
| 4. | To reinforce national character and identity rooted in Indonesian values. | ||
| Objectives | : | 1. | To provide education and knowledge that spans and transcends academic disciplines. |
| 2. | To instill understanding human achievements across cultures and eras. | ||
| 3. | To ignite curiosity, enthusiasm, and the desire for continuous learning. | ||
| 4. | To equip learners with analytical skills for problem solving, critical thinking, and effective communication. | ||
| 5. | To offer illustrations, examples, and insights that nurture ambition and the pursuit of excellence. | ||
| 6. | To build character as compassionate, respectful, and responsible individuals who uphold ethical standards—both nationally and internationally—and contribute meaningfully to society. | ||
| Character traits to develop | : | 1. | Critical thinking in addressing complex problems. |
| 2. | Creativity and communication in expressing ideas and solutions. | ||
| 3. | Collaboration and teamwork in diverse learning environments. | ||
| 4. | A strong sense of national identity and civic awareness. |
B. Structure of K2020 Curriculum
1. Stages of Developing the K2020 Curriculum
a. Establishing the Educational Goals of IPB 4.0
The goal is to ensure that IPB’s education remains significant and relevant to the demands of 2030. This process involves various approaches, including the design thinking approach, integration of IPB’s core values with the needs of Reskilling for Future Work 2030, the characteristics of the VUCA World, and the learning styles and educational atmosphere of the “tomorrow people,” whose hallmark is technological savviness.
b. Mapping the Existing Curriculum Using the Outcome-Based Education (OBE) Model
The current curriculum is mapped using the OBE model as an analogical framework for reorienting the curriculum into the K-2020 Multistrata structure. The OBE model effectively accommodates the demands of 21st-century Future Skills Sets through higher education learning processes.
c. Designing and Defining the IPB 4.0 Educational Profile
This profile is derived from the curriculum mapping (see Stage 2) and incorporates the characteristics of the powerful agile learner—resilient and adaptive—with three defined Learning Goals (LG).
d. Integrating Attributes of Reskilling Future Work 2030 and IPB’s Core Educational Values
These attributes are embedded into the structural design of the K2020, based on the philosophy of Success by Design. This concept allows students the flexibility to design their own pathways to success, in alignment with the Merdeka Belajar–Kampus Merdeka (MBKM) framework.
e. Formulating the Annual Structure and Credit Distribution of K2020
For undergraduate programs, the curriculum structure is formulated with a percentage-based distribution of semester credit units (sks) per academic year. For postgraduate programs, the distribution of sks is determined by each study program, aligned with the policies and regulations of IPB’s Graduate School.
2. Components of the 2020 Curriculum for Undergraduate and Bachelor Of Applied Science Programs at IPB University
a. Year 1: Common Core Courses/Foundational Courses
These courses serve as the foundation for developing the 4Cs and Character Qualities, including critical and complex problem solving, creative thinking, collaboration, and communication. For undergraduate programs, the Common Core Courses are delivered through the General Competency Program (PKU).
b. Year 2: Foundational Literacies and Academic Core Courses / Vocational Core Courses
This stage focuses on strengthening basic literacies and core disciplinary knowledge relevant to each program.
c. Year 3: In-depth Study Program Courses
Students engage in specialized courses aligned with their chosen field of study, deepening expertise and analytical skills.
d. Year 4: Final Year Project, Capstone, Community Service (KKN-T), and Internship
This phase integrates academic learning with real-world application through research, fieldwork, and professional experience.
e. Years 1 to 4: Enrichment Courses / Programs
These are elective learning activities taken outside the primary study program, offered in various formats under the Merdeka Belajar (emancipated learning) framework, allowing students to broaden their perspectives and competencies.
3. Components of the 2020 Curriculum for Graduate Programs at IPB University
a. Graduate Core Courses (Common Courses)
Mandatory courses designed to provide a shared academic foundation across graduate programs, fostering interdisciplinary understanding and scholarly integrity.
b. Foundational Courses, Academic Core Courses, and In-depth Study Program Courses
These components build progressively whereas Foundational Courses introduce essential theories and methodologies, Academic Core Courses deepen disciplinary knowledge and analytical skills and In-depth Study Program Courses focus on specialization and advanced inquiry within the student’s chosen field.
c. Final Year Thesis, Dissertation, or Research Project
Culminating academic work that demonstrates mastery of research design, critical analysis, and contribution to scientific or professional knowledge. It is a thesis or applied research project for master’s program and dissertation with original scholarly contribution for doctoral programs.
4. Program Clusters
The Undergraduate Program at IPB University offers a wide range of competencies through 44 study programs. In the General Competency Program (PKU) during the first year, students are grouped into two main clusters:
- Science & Technology (ST) Cluster
ST Cluster includes all study programs at the Faculty of Agriculture (A), School of Veterinary Medicine and Biomedical Sciences (B), Faculty of Fisheries and Marine Sciences (C), Faculty of Animal Science (D), Faculty of Forestry and Environment (E), Faculty of Agricultural Technology (F), Faculty of Mathematics and Natural Sciences (G), and the Nutrition Science Program (I1) under the Faculty of Human Ecology (I), also Faculty of Medicine (L), and School of Data Science, Mathematics, and Informatics (M).
- Science & Society (SS) Cluster
The SS Cluster includes all study programs at the Faculty of Economics and Management (H), Family and Consumer Sciences Program (I2), Communication and Community Development Program (I3) under the Faculty of Human Ecology (I) also Business Program (K1) under the School of Business (K).
Technically, the clustering of study programs is based on the nature of courses such as Biology, Physics, and Chemistry (whether they include laboratory practicums or not), and Economics (whether they include tutorial sessions or not).
During PKU lectures, students from various study programs are mixed and grouped into classes based on their cluster designation. These classes are named ST01, ST02, etc. for the ST cluster and SS01, SS02, etc. for the SS cluster. The same grouping applies to international classes, designated as INTST01, INTSS01, and so forth.
5. Course Clusters
Learning in the General Competency Program (PKU) adopts an interconnective approach, which views knowledge not as isolated disciplines but as interconnected fields. Lecturers and students are encouraged to explore relationships across disciplines and to think like generalists.
Under this approach, PKU courses are not treated as standalone subjects tailored to individual study programs. Instead, they are designed within the following clusters:
- Science & Technology (ST) Cluster: Foundation of Biology, Physics for Science and Technology, Chemistry for Science and Technology, Economics, Innovative Agriculture
- Science & Society (SS) Cluster: General Biology, Physics for Humanities, General Chemistry, Foundation of Economics, Innovative Agriculture
- Quantitative Reasoning (QR) Cluster: Mathematics and Logical Thinking, Statistics and Data Analysis, – Computational Thinking
- Sociology/Humanities (SH) Cluster: Sociology
- Healthy Life/Sport /Arts (HL) Cluster: Sports/Arts
- National Compulsory Courses (WN) Cluster: Religion/Belief, Pancasila Education, Civic Education, Indonesian Language, English Language.
