Program Magister Pendidikan Sosiolo

Program Magister Pendidikan Sosiologi ditempuh dalam 3 semester perkuliahan, dan 1 semester penulisan tesis. Beban studi 41-42 sks bagi yang bidang S1-nya Pendidikan Sosiologi, dan 53-54 sks bagi mahasiswa lintas bidang studi. Kelompok mata kuliah terdiri atas: Mata Kuliah Landasan Keahlian (MKLK), Mata Kuliah Keahlian (MKK) Sekolah Pascasarjana, Mata Kuliah Keahlian (MKK) Program Studi, Mata Kuliah Keahlian (MKK) Khusus, dan tesis. Implementasi kurikulum Program Studi Magister Pendidikan Sosiologi, sesuai dengan pendekatan yang dianutnya, yakni sistemik dan koheren antar komponen dalam program/kurikulum (koherensi internal) dan terbangunnya keterkaitan dengan sekolah dan dunia kerja (koherensi eksternal).

Hasil (Inggris) 1:

Educational Sociology master's degree program is a 3 semester courses, and 1 semester of thesis writing. Load studies 41-42 credits for his degree in Education field of sociology, and 53-54 credits for students across majors. The group consists of courses: the courses are the cornerstone of expertise (MKLK), the Subjects of expertise (MKK) graduate school, Subjects of expertise (MKK) Courses, Courses of expertise (MKK) specifically, and thesis. Implementation of curriculum of educational Sociology master's degree Courses, in accordance with the approach adhered, namely a systemic and coherent between components in the program/curriculum (internal coherence) and harmonious relationship with the school and the world of work (external coherence).

Hasil (Inggris) 2:

Sociology of Education Master Program reached within three semesters of lectures, and one semester of thesis writing. The study load for the 41-42 credits S1 his field of Sociology of Education, and 53-54 credits for students across fields of study. Groups of subjects consisting of: Course Platform Expertise (MKLK), core subjects (MKK) Graduate School, The core subjects (MKK) Study Program, core subjects (MKK) Special, and a thesis. Curriculum implementation Master of Sociology of Education, in accordance with the approach that was followed, namely systemic and coherent between components in the program / curriculum (internal coherence) and the establishment of linkages with the school and the world of work (external coherence).