Universitas Negeri Surabaya
Fakultas Bahasa dan Seni
Program Studi S1 Pendidikan Bahasa Inggris

Kode Dokumen

SEMESTER LEARNING PLAN

Course

KODE

Rumpun MataKuliah

Bobot Kredit

SEMESTER

Tanggal Penyusunan

Intermediate Reading and Writing Skills

8820305335

Mata Kuliah Pilihan Program Studi

T=5

P=0

ECTS=7.95

2

28 Januari 2026

OTORISASI

Pengembang S.P

Koordinator Rumpun matakuliah

Koordinator Program Studi




Wulida Wahidatul Masruria, M.Ed.


Abdur Rosyid, S.Pd., M.TESOL.


HIMMAWAN ADI NUGROHO

Model Pembelajaran

Project Based Learning

Program Learning Outcomes (PLO)

PLO program Studi yang dibebankan pada matakuliah

PLO-5

Menunjukkan keterampilan presentasi tertulis, visual dan lisan untuk mengkomunikasikan pengetahuan yang berhubungan dengan bahasa Inggris

PLO-6

Mendemonstrasikan kompetensi lisan dan tulis yang setara dengan level B2 CEFR.

PLO-7

Menunjukkan pemahaman yang baik tentang konsep pembelajaran bahasa Inggris dari perspektif nasional dan global.

Program Objectives (PO)

PO - 1

Evaluating their own and others‘ writing for clarity, coherence, and adherence to the conventions of academic English, making revisions to improve the overall quality and effectiveness of the text.

PO - 2

Applying advanced concepts of applied linguistics to design and formulate strategies for improving reading comprehension and writing skills, particularly in academic contexts.

PO - 3

Analyzing complex texts to identify central themes, arguments, and rhetorical strategies, and synthesizing this information to produce well-structured written responses.

PO - 4

Integrate diverse digital technologies to enhance students’ reading comprehension and academic writing performance across a range of academic texts and tasks.

Matrik PLO-PO
 
POPLO-5PLO-6PLO-7
PO-1 ✔ 
PO-2✔✔✔
PO-3✔  
PO-4  ✔

Matrik PO pada Kemampuan akhir tiap tahapan belajar (Sub-PO)
 
PO Minggu Ke
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
PO-1✔✔✔✔✔✔
PO-2✔✔
PO-3✔✔✔✔✔
PO-4✔✔✔

Deskripsi Singkat Mata Kuliah

This B1-level course is a continuation of the Essential Reading and Writing Skills course. It focuses on expository and analytical essay writing while integrating active reading strategies. Students will develop their skills in critical reading and essay writing by engaging with nonfiction texts, decoding rhetorical structures, and mastering principles of unity and coherence in writing. The course emphasizes inventing ideas, essay structures, and the writing process, supported by analytical reading sessions, peer reviews, integration of digital technology and writing workshops. Key writing tasks include exemplification, comparison-contrast, and cause-effect essays.

Pustaka

Utama :

  1. Main reference: Rubin, B. (2013). Inside Reading 3: The Academic Word List in Context (2nd ed.). Oxford University Press.

Pendukung :

  1. Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2019). Great Writing 4: Great Essays (4th ed.). Cengage Learning.
  2. Zemach, D. E., & Stafford-Yilmaz, L. (2011). Writers at Work: The Essay. Cambridge University Press.

Dosen Pengampu

Fauris Zuhri, S.Pd., M.Hum.

Dr. Yuri Lolita, S.Pd., M.Pd.

Dr. Henny Dwi Iswati, S.S., M.Pd.

Rahayu Kuswardani, S.Pd., M.AppL.

Nur Chakim, S.Pd., M.Pd.

Dr. Nur Fauzia, S.S., M.Pd.

Zainul Aminin, S.Pd., M.Pd.

Suvi Akhiriyah, S.Pd., M.Pd.

Retno Wulan Dari, S.Pd., M.Pd.

Eva Rahmawati, S.Pd., M.Pd.

Rizki Ramadhan, M.Pd.

Prianka Ratu Masitho, S.Pd., M.TESOL.

Wulida Wahidatul Masruria, M.Ed.

Minggu Ke-

Kemampuan akhir tiap tahapan belajar
(Sub-PO)

Penilaian

Bantuk Pembelajaran,

Metode Pembelajaran,

Penugasan Mahasiswa,

 [ Estimasi Waktu]

Materi Pembelajaran

[ Pustaka ]

Bobot Penilaian (%)

Indikator

Kriteria & Bentuk

Luring (offline)

Daring (online)

(1)

(2)

(3)

(4)

(5)

(6)

(7)

(8)

1

Minggu ke 1
  1. Students are able to apply previewing and predicting strategies by identifying titles, headings, visuals, and key terms to predict the topic, purpose, and organization an essay.
  2. Students are able to explain the definition, purposes, parts and formats of academic essays.

Active participation, materials comprehension, and accuracy of responses

 Kriteria:

Correct answer during discussion and exercises: A (85-100): very accurate, B (75-84): minor errors, C (65-74): partial errors, D (55-64): major errors


Bentuk Penilaian :
Aktifitas Partisipasif		 group discussion and exercises
50x5
Materi: Previewing and Predicting, synonym, Part of Speech
Pustaka: Main reference: Rubin, B. (2013). Inside Reading 3: The Academic Word List in Context (2nd ed.). Oxford University Press.
Materi: Introduction to Essay Writing: definition, purposes, parts, and formats
Pustaka: Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2019). Great Writing 4: Great Essays (4th ed.). Cengage Learning.		 2%

2

Minggu ke 2
  1. Students are able to explain the concept of main ideas and supporting details and distinguish between them in explanatory essays.
  2. Students are able to implement the process of writing in essay writing.

Active participation, materials comprehension, accuracy of responses, and proper implementation of process of writing in essay writing.

Kriteria:
  1. Accuracy of answers during discussion: A (85-100): very accurate, B (75-84): minor errors, C (65-74): partial errors, D (55-64): major errors
  2. Accuracy and coherence in responses: A (85-100) Excellent implementation of outlining, drafting, revising, and editing, B (75-84) Good implementation of outlining, drafting, revising, and editing, C (65-74) Acceptable implementation of outlining, drafting, revising, and editing, D (55-64) Poor implementation of outlining, drafting, revising, and editing

Bentuk Penilaian :
Aktifitas Partisipasif		 discussion and exercises
50x5
Materi: Identifying Main Ideas vs. Supporting Details and Synonym
Pustaka: Main reference: Rubin, B. (2013). Inside Reading 3: The Academic Word List in Context (2nd ed.). Oxford University Press.
Materi: Essay Writing: Parts and Format
Pustaka: Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2019). Great Writing 4: Great Essays (4th ed.). Cengage Learning.
Materi: Process of Writing
Pustaka: Zemach, D. E., & Stafford-Yilmaz, L. (2011). Writers at Work: The Essay. Cambridge University Press.		 2%

3

Minggu ke 3
  1. Students are able to identify the author's purpose in a given text by skimming for key information and accurately identifying nouns and verbs to comprehend the main idea.
  2. Students are able to describe a personal goal using a variety of sentence patterns
  3. Students are able to write a thesis statement for an essay.

Active participation, materials comprehension and accuracy of responses.

 Kriteria:

Accuracy of answer in discussion and exercises: A (85-100): very accurate, B (75-84): minor errors, C (65-74): partial errors, D (55-64): major errors


Bentuk Penilaian :
Aktifitas Partisipasif		 group discussion and exercises
50x5
Materi: Identifying Main Ideas vs. Supporting Details, Synonym, Part of Speech
Pustaka: Main reference: Rubin, B. (2013). Inside Reading 3: The Academic Word List in Context (2nd ed.). Oxford University Press.
Materi: Introduction to Essay Writing: writing a thesis statement.
Pustaka: Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2019). Great Writing 4: Great Essays (4th ed.). Cengage Learning.		 2%

4

Minggu ke 4
  1. Students are able to identify the text organization and purpose through skimming techniques.
  2. Students are able to explain the definition, purposes, parts, and language features (transition words) of explanatory essays
  3. Students are able to generate ideas and develop a clear thesis statement for an explanatory essay through brainstorming activities.

Materials comprehension and accuracy of responses.

 Kriteria:

Accuracy of answers in discussion and exercises: A (85-100): very accurate, B (75-84): minor errors, C (65-74): partial errors, D (55-64): major errors


Bentuk Penilaian :
Aktifitas Partisipasif		 Guided reading practice, reading analysis, discussion, and writing exercises
50x5
Materi: Skimming and Making Predictions, Word Form, and Synonym
Pustaka: Main reference: Rubin, B. (2013). Inside Reading 3: The Academic Word List in Context (2nd ed.). Oxford University Press.
Materi: Explanatory Essays: definition, purpose and parts; brainstorming and writing thesis statement
Pustaka: Zemach, D. E., & Stafford-Yilmaz, L. (2011). Writers at Work: The Essay. Cambridge University Press.		 2%

5

Minggu ke 5
  1. Students are able to identify the key information presented in charts, graphs, and tables using basic synonyms of academic words related to texts provided.
  2. Students are able to implement outlining, drafting, and editing processes properly to write an explanatory essay

Active participation, materials comprehension and proper task execution

 Kriteria:
  1. Accuracy of answers during discussion and exercises: A (85-100): very accurate, B (75-84): minor errors, C (65-74): partial errors, D (55-64): major errors
  2. Accuracy and coherence in responses - A (85-100) Excellent implementation of outlining, drafting, and editing, B (75-84) Good implementation of outlining, drafting, and editing, C (65-74) Acceptable implementation of outlining, drafting, and editing, D (55-64) Poor implementation of outlining, drafting, and editing

Bentuk Penilaian :
Aktifitas Partisipasif		 Guided practice analyzing visual data, group discussion, and writing practice
50x5
Materi: Interpreting Charts, Graphs, and Table, Part of Speech, and Synonym
Pustaka: Main reference: Rubin, B. (2013). Inside Reading 3: The Academic Word List in Context (2nd ed.). Oxford University Press.
Materi: Explanatory Essays: outlining, drafting, editing; Punctuations with FANBOYS.
Pustaka: Zemach, D. E., & Stafford-Yilmaz, L. (2011). Writers at Work: The Essay. Cambridge University Press.		 2%

6

Minggu ke 6
  1. Students are able to explain visual data presented in charts, graphs, and tables using appropriate cause and effect language and contextual synonyms.
  2. Students are able to implement editing, revising, and peer reviewing properly to write an explanatory essay.

Materials comprehension and proper task execution

 Kriteria:
  1. Accuracy of answers during discussion and exercises: A (85-100): very accurate, B (75-84): minor errors, C (65-74): partial errors, D (55-64): major errors
  2. Accuracy and coherence in responses - A (85-100) Excellent implementation of editing, revising, and peer reviewing, B (75-84) Good implementation of editing, revising, and peer reviewing, C (65-74) Acceptable implementation of editing, revising, and peer reviewing, D (55-64) Poor implementation of editing, revising, and peer reviewing

Bentuk Penilaian :
Penilaian Portofolio		 small group discussion, reading exercises, and writing practice
50x5
Materi: Interpreting charts, graphs, and table, synonym, and connectors
Pustaka: Main reference: Rubin, B. (2013). Inside Reading 3: The Academic Word List in Context (2nd ed.). Oxford University Press.
Materi: Explanatory Essays: editing, revising and peer reviewing; punctuation with other transitions in explanatory essays.
Pustaka: Zemach, D. E., & Stafford-Yilmaz, L. (2011). Writers at Work: The Essay. Cambridge University Press.		 10%

7

Minggu ke 7
  1. Students are able to evaluate their comprehension and practice of multiple reading strategies to comprehend academic texts effectively.
  2. Students are able to evaluate their comprehension of theories and practices on academic essay writing.

Active participation, materials comprehension and accuracy of responses

Kriteria:

Correct responses in discussion and exercises: A (85-100): very accurate, B (75-84): minor errors, C (65-74): partial errors, D (55-64): major errors


Bentuk Penilaian :
Aktifitas Partisipasif		 discussion and exercise
50x5
Materi: previewing, interpreting (charts, graphs, and table), part of Speech
Pustaka: Main reference: Rubin, B. (2013). Inside Reading 3: The Academic Word List in Context (2nd ed.). Oxford University Press.
Materi: Introduction to Essay Writing
Pustaka: Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2019). Great Writing 4: Great Essays (4th ed.). Cengage Learning.
Materi: Explanatory Essays
Pustaka: Zemach, D. E., & Stafford-Yilmaz, L. (2011). Writers at Work: The Essay. Cambridge University Press.		 2%

8

Minggu ke 8

Students are able to submit their reading and writing project following the decided instructions and requirements

Materials comprehension and proper task execution.

 Kriteria:

Accuracy and coherence in responses - A (85-100) Excellent: project submitted meets all requirements, B (75-84) Good: project submitted meets most requirements, C (65-74) Acceptable: project submitted meets requirements partially, D (55-64) Poor: project submitted fails to meet most requirements.


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 Project Submission
50x5
Materi: all materials
Pustaka: Main reference: Rubin, B. (2013). Inside Reading 3: The Academic Word List in Context (2nd ed.). Oxford University Press.
Materi: Introduction to Essay Writing
Pustaka: Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2019). Great Writing 4: Great Essays (4th ed.). Cengage Learning.
Materi: Explanatory Essays
Pustaka: Zemach, D. E., & Stafford-Yilmaz, L. (2011). Writers at Work: The Essay. Cambridge University Press.		 25%

9

Minggu ke 9
  1. Students are able to summarize key information from non-text elements (images, captions, diagrams) in written texts and use word forms and synonyms of academic vocabulary accurately to comprehend a written text.
  2. Students are able to explain the definition, purposes, parts, and language features (connectors) of comparison essays.
  3. Students are able to generate ideas and develop a clear thesis statement for a comparison essay through brainstorming activities.

Active participation, materials comprehension, and accuracy of responses.

 Kriteria:

Correct answer in discussion, exercises, and practices: A (85-100): very accurate, B (75-84): minor errors, C (65-74): partial errors, D (55-64): major errors


Bentuk Penilaian :
Aktifitas Partisipasif		 group discussion, reading analysis exercises, and writing practice.
50x5
Materi: summarizing a text, synonym, and word form
Pustaka: Main reference: Rubin, B. (2013). Inside Reading 3: The Academic Word List in Context (2nd ed.). Oxford University Press.
Materi: Comparison Essays: definition, purpose, parts, brainstorming, thesis statement writing; Connectors for Comparison Essays
Pustaka: Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2019). Great Writing 4: Great Essays (4th ed.). Cengage Learning.		 2%

10

Minggu ke 10
  1. Students are able to implement outlining, drafting, and editing processes properly with specific attention to adverb clause to write a comparison essay.
  2. Students are able to summarize key information from non-text elements (images, captions, diagrams) in written texts and use word forms and synonyms of academic vocabulary accurately.

Active participation, materials comprehension, and proper task execution.

 Kriteria:
  1. Accuracy and coherence in responses - A (85-100) Excellent implementation of outlining, drafting, and editing, B (75-84) Good implementation of outlining, drafting, and editing, C (65-74) Acceptable implementation of outlining, drafting, and editing, D (55-64) Poor implementation of outlining, drafting, and editing
  2. Accuracy of answers in discussion and exercises: A (85-100): very accurate, B (75-84): minor errors, C (65-74): partial errors, D (55-64): major errors

Bentuk Penilaian :
Aktifitas Partisipasif		 discussion and exercises
50x5
Materi: summarizing a text, synonym, and part of speech
Pustaka: Main reference: Rubin, B. (2013). Inside Reading 3: The Academic Word List in Context (2nd ed.). Oxford University Press.
Materi: Comparison Essays: outlining, drafting, and editing; Adverb clause in Comparison Essays
Pustaka: Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2019). Great Writing 4: Great Essays (4th ed.). Cengage Learning.		 2%

11

Minggu ke 11
  1. Students are able to infer implicit meaning, assumptions, and conclusion based on explicit information, contextual clues (including collocations) provided in the texts.
  2. Students are able to implement editing and revising properly with specific attention to adverb clause to write a comparison essay

Active participation, materials comprehension and proper task execution.

 Kriteria:
  1. Accuracy and coherence in responses - A (85-100) Excellent implementation of editing and revising, B (75-84) Good implementation of editing and revising, C (65-74) Acceptable implementation of editing and revising, D (55-64) Poor implementation of editing and revising
  2. Accuracy of answers in discussion and exercises: A (85-100): very accurate, B (75-84): minor errors, C (65-74): partial errors, D (55-64): major errors

Bentuk Penilaian :
Aktifitas Partisipasif		 group discussion and exercises
50x5
Materi: Making inferences, synonym, collocation
Pustaka: Main reference: Rubin, B. (2013). Inside Reading 3: The Academic Word List in Context (2nd ed.). Oxford University Press.
Materi: Comparison Essays: editing, revising; Adverb clause in Comparison Essays.
Pustaka: Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2019). Great Writing 4: Great Essays (4th ed.). Cengage Learning.		 2%

12

Minggu ke 12
  1. Students are able to infer author’s stance, implications, and consequences based on information provided in academic texts.
  2. Students are able to accurately use of synonyms and academic collocations in written responses.
  3. Students are able to explain the definition, purposes, parts, and language features (connectors) of cause and effect essays
  4. Students are able to generate ideas and develop a clear thesis statement for a cause and effect essay through brainstorming activities.

Active participation, materials comprehension, and accuracy of responses.

 Kriteria:

Correct answer in discussion and exercises: A (85-100): very accurate, B (75-84): minor errors, C (65-74): partial errors, D (55-64): major errors


Bentuk Penilaian :
Aktifitas Partisipasif		 discussion and exercises
50x5
Materi: Making inferences, synonym, and collocation
Pustaka: Main reference: Rubin, B. (2013). Inside Reading 3: The Academic Word List in Context (2nd ed.). Oxford University Press.
Materi: Cause and Effect Essays: definition, purpose, and parts; Brainstorming and writing thesis statement for Cause and Effect Essays; Connectors for Cause and Effect Essays.
Pustaka: Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2019). Great Writing 4: Great Essays (4th ed.). Cengage Learning.		 2%

13

Minggu ke 13
  1. Students are able to identify comparison-and-contrast text structures in academic readings by using signal words and phrases (e.g., similarly, in contrast, whereas).
  2. Students are able to implement outlining, drafting, and editing processes properly with specific attention to noun clause to write a cause and effect essay

Active participation, materials comprehension and proper task execution

 Kriteria:
  1. Accuracy of answers in discussion and exercises: A (85-100): very accurate, B (75-84): minor errors, C (65-74): partial errors, D (55-64): major errors
  2. Accuracy and coherence in responses - A (85-100) Excellent implementation of outlining, drafting, and editing, B (75-84) Good implementation of outlining, drafting, and editing, C (65-74) Acceptable implementation of outlining, drafting, and editing, D (55-64) Poor implementation of outlining, drafting, and editing

Bentuk Penilaian :
Aktifitas Partisipasif		 discussion and exercises
50x5
Materi: comparison and contrast, part of speech, and synonym
Pustaka: Main reference: Rubin, B. (2013). Inside Reading 3: The Academic Word List in Context (2nd ed.). Oxford University Press.
Materi: Cause and Effect Essays: outlining, drafting, and editing; Noun Clause in Cause and Effect essays.
Pustaka: Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2019). Great Writing 4: Great Essays (4th ed.). Cengage Learning.		 2%

14

Minggu ke 14
  1. Students are able to evaluate how comparison-and-contrast organization supports the author’s purpose.
  2. Students are able to appropriately use synonyms to avoid repetition while maintaining meaning
  3. Students are able to implement editing, revising, and peer reviewing properly with specific attention to problem of wordiness and collocations to write a cause and effect essay

Materials comprehension and proper task execution

 Kriteria:
  1. Accuracy of answers in discussion and exercises: A (85-100): very accurate, B (75-84): minor errors, C (65-74): partial errors, D (55-64): major errors
  2. Accuracy and coherence in responses - A (85-100) Excellent implementation of editing, revising, and peer reviewing, B (75-84) Good implementation of editing, revising, and peer reviewing, C (65-74) Acceptable implementation of editing, revising, and peer reviewing, D (55-64) Poor implementation of editing, revising, and peer reviewing

Bentuk Penilaian :
Penilaian Portofolio		 Discussion, reading exercises, writing practice.
50x5
Materi: Comparison and contrast, part of speech, and synonym
Pustaka: Main reference: Rubin, B. (2013). Inside Reading 3: The Academic Word List in Context (2nd ed.). Oxford University Press.
Materi: Cause and Effect Essays: editing, revising, and peer review; Avoiding problem of wordiness; collocations in cause and effect essays
Pustaka: Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2019). Great Writing 4: Great Essays (4th ed.). Cengage Learning.		 10%

15

Minggu ke 15
  1. Students are able to evaluate the effectiveness of reading strategies (summarizing, inferring, comparison–contrast) used across different text types.
  2. Students are able to evaluate their comprehension of theories and practices on academic essay writing.

Active participation and clear identification of strengths and weaknesses in reading and writing performance

 Kriteria:

Accuracy in evaluating essay writing theories comprehension and performance: A (85-100): very accurate, B (75-84): minor errors, C (65-74): partial errors, D (55-64): major errors


Bentuk Penilaian :
Aktifitas Partisipasif		 group reflection
50x5
Materi: all materials
Pustaka: Main reference: Rubin, B. (2013). Inside Reading 3: The Academic Word List in Context (2nd ed.). Oxford University Press.
Materi: Comparison Essay; Cause and Effect Essay
Pustaka: Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2019). Great Writing 4: Great Essays (4th ed.). Cengage Learning.		 2%

16

Minggu ke 16

Students are able to submit their reading and writing projects following the decided instructions and requirements

Materials comprehension and proper task execution

 Kriteria:

Accuracy and coherence in responses - A (85-100) Excellent: project submitted meets all requirements, B (75-84) Good: project submitted meets most requirements, C (65-74) Acceptable: project submitted meets requirements partially, D (55-64) Poor: project submitted fails to meet most requirements.


Bentuk Penilaian :
Penilaian Hasil Project / Penilaian Produk		 Project Submission
50x5
Materi: all materials
Pustaka: Main reference: Rubin, B. (2013). Inside Reading 3: The Academic Word List in Context (2nd ed.). Oxford University Press.
Materi: Comparison Essay; Cause and Effect Essay
Pustaka: Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2019). Great Writing 4: Great Essays (4th ed.). Cengage Learning.		 31%



Rekap Persentase Evaluasi : Project Based Learning

No Evaluasi Persentase
1. Aktifitas Partisipasif 24%
2. Penilaian Hasil Project / Penilaian Produk 56%
3. Penilaian Portofolio 20%
100%

Catatan

  1. Capaian Pembelajaran Lulusan Program Studi (PLO - Program Studi) adalah kemampuan yang dimiliki oleh setiap lulusan Program Studi yang merupakan internalisasi dari sikap, penguasaan pengetahuan dan ketrampilan sesuai dengan jenjang prodinya yang diperoleh melalui proses pembelajaran.
  2. PLO yang dibebankan pada mata kuliah adalah beberapa capaian pembelajaran lulusan program studi (CPL-Program Studi) yang digunakan untuk pembentukan/pengembangan sebuah mata kuliah yang terdiri dari aspek sikap, ketrampulan umum, ketrampilan khusus dan pengetahuan.
  3. Program Objectives (PO) adalah kemampuan yang dijabarkan secara spesifik dari PLO yang dibebankan pada mata kuliah, dan bersifat spesifik terhadap bahan kajian atau materi pembelajaran mata kuliah tersebut.
  4. Sub-PO Mata kuliah (Sub-PO) adalah kemampuan yang dijabarkan secara spesifik dari PO yang dapat diukur atau diamati dan merupakan kemampuan akhir yang direncanakan pada tiap tahap pembelajaran, dan bersifat spesifik terhadap materi pembelajaran mata kuliah tersebut.
  5. Indikator penilaian kemampuan dalam proses maupun hasil belajar mahasiswa adalah pernyataan spesifik dan terukur yang mengidentifikasi kemampuan atau kinerja hasil belajar mahasiswa yang disertai bukti-bukti.
  6. Kreteria Penilaian adalah patokan yang digunakan sebagai ukuran atau tolok ukur ketercapaian pembelajaran dalam penilaian berdasarkan indikator-indikator yang telah ditetapkan. Kreteria penilaian merupakan pedoman bagi penilai agar penilaian konsisten dan tidak bias. Kreteria dapat berupa kuantitatif ataupun kualitatif.
  7. Bentuk penilaian: tes dan non-tes.
  8. Bentuk pembelajaran: Kuliah, Responsi, Tutorial, Seminar atau yang setara, Praktikum, Praktik Studio, Praktik Bengkel, Praktik Lapangan, Penelitian, Pengabdian Kepada Masyarakat dan/atau bentuk pembelajaran lain yang setara.
  9. Metode Pembelajaran: Small Group Discussion, Role-Play & Simulation, Discovery Learning, Self-Directed Learning, Cooperative Learning, Collaborative Learning, Contextual Learning, Project Based Learning, dan metode lainnya yg setara.
  10. Materi Pembelajaran adalah rincian atau uraian dari bahan kajian yg dapat disajikan dalam bentuk beberapa pokok dan sub-pokok bahasan.
  11. Bobot penilaian adalah prosentasi penilaian terhadap setiap pencapaian sub-PO yang besarnya proposional dengan tingkat kesulitan pencapaian sub-PO tsb., dan totalnya 100%.
  12. TM=Tatap Muka, PT=Penugasan terstruktur, BM=Belajar mandiri.