Buku Rancangan Pengajaran (BRP) Mata Kuliah

BERPIKIR SISTEM
Akhmad Hidayatno
1 Daftar Isi

1 Daftar Isi 2
2 Informasi Umum 3
2.1 Course Description 3
2.2 Course Learning Outcomes 5
2.3 Course References 6
3 Rancangan Kegiatan Pembelajaran 7
4 Rancangan Tugas dan Latihan 11
4.1 Rancangan Tugas dan Latihan serta Kriteria Penilaian 11
4.2 Kriteria Penilaian 12
4.3 Pedoman Kriteria Penilaian 12
4.4 Rubrik-Rubrik Penilaian Hasil Pembelajaran 13
4.5 Ketentuan Tambahan 17
4.5.1 Sanksi 17
4.5.2 Ketentuan Lain Yang Perlu Diperhatikan 17

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2 Informasi Umum
2.1 Course Description
MATA KULIAH (MK) Berpikir Sistem Semester 1

Dosen Pengampu Akhmad Hidayatno

KODE ENIE801001 Rumpun MK - BOBOT (sks) 3

Menjadi prasyarat
MK yang menjadi prasyarat - - Integrasi Antar MK -
untuk MK
A. Course Goals

Participants will be able to use the approach of a better understanding of complex problems as a start for a better problem-solving
process based on model-based management

Setelah mengikuti perkuliahan mahasiswa mampu untuk menggunakan pola pendekatan pemahaman masalah secara sistemik untuk
memecahkan permasalahan yang bersifat kompleks sebagai bagian dari model-based management.

B. Course Information

Sesuai dengan kondisi Pandemik saat ini, maka Untuk semester Ganjil 2020/2021 akan dilakukan secara full online melalui berbagai
fasilitas on-line.
Deskripsi Mata Kuliah Untuk itu WAJIB mengganti atau memperbarui foto profil: Anda harus mengubah foto profil menjadi foto diri untuk
memudahkan proses komunikasi dan penilaian.

Untuk itu selain menggunakan platform EMAS UI, maka mahasiswa diwajibkan pula mendaftar ke Google Classroom kelas ini melalui
tautan berikut: https://classroom.google.com/c/MTYwMTYzMjg0NDg2?cjc=iuptcyp
Bagi anda yang baru mendapatkan akun email ui.ac.id, maka lakukan aktivasi pengelolaan email via GMAIL dengan memperhatikan
petunjuk berikut: https://www.feb.ui.ac.id/form-reservasi/gmail-ui/

Maka secara otomatis akun ui.ac.id akan tergabung kedalam Google Enterprise untuk UI, sehingga baru bisa mendaftarkan diri ke Google
Classroom Diatas. EMAS akan berisikan materi dan pengumpulan tugas, sedangkan Google Classroom adalah untuk lecturing dan quiz
(mengganti interaksi kelas). Ini karena emas suka aneh-aneh ketika sekaligus digunakan banyak kelas di seluruh UI.
Kuliah akan dilaksanakan menggunakan platform Zoom dimana tautan akan diberikan secara rutin di Google Classroom atau
menggunakan fasilitas komunikasi lainnya.

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Materi akan diupdate sambil perkuliahan dijalan, jika anda merasa materi yang disini berbeda dari yang diajarkan dikelas, berarti sudah
atau akan ada update, silahkan memberikan informasi via ketua kelas jika materi yang disampaikan dikelas belum tersedia disini.
Jika ada tugas yang harus disubmit secara online, pastikan mengubah nama file dengan identitas pribadi, sehingga TIDAK
TERCAMPUR . Assignment file name should contain your name, ID and short assignment name (example:
akhmad_hidayatno_030404039_leftcolum.pdf. The standard format is PDF, unless specifically required to use other format.

Information Regarding Supplementary Video Materials

Some of these video materials are designed to be embedded directly within the presentation decks narrative, which means it is required
for you to watch it alongside the narrated decks. Therefore, the PTAQ (Pre-Test Attendance Quiz) might contain questions based on that
video. These videos had links in the slides of the narrated decks, which usually ask you to watch them and probably some trigger questions
to think about it.

The other video materials are considered exactly as supplementary videos, which means if you want to postponed watching them at a later
time after the class session, it is up to you. It is not required to watch them prior to the class session.

Information on Pre-Test Attendance Quiz (PTAQ)

Pre-Test Attendance Quiz (PTAQ) is a routine pre-test quiz before the class session begins each week to measure your understanding of
materials before classes started. The pattern for the course delivery is Asynchronous Delivery, therefore the materials of both narrated
presentation decks and reading material will be assigned before the online class is started. Therefore, the PTAQ is conducted. You will
have access to a YouTube video of Narrated Presentation Decks at a minimum of 24 hours before class (usually at 08.00 am the day
before). You will have to watch this video to be able to fill the quiz that will be launched at the starting time of class through Google
Classroom. Other reading materials can be accessed on EMAS if specifically publish on that section or announced in Google Classroom
that you must read it for that section. If there is generic or common reading material, it usually not included in this quiz but might be
checked in the mini-exams or mid/final exams.

These quizzes will not be graded individually; however, they will be accumulated as an attendance score with a maximum of 15% of each
facilitator's final grade. So is this class has 2 facilitators, each facilitator has a 50% marking allowance, then it will be 15% of that 50% for
the facilitators who use this system. Be aware that other facilitators might not want to use this system. Accumulated means that if the
facilitators only have allowances of 8 meetings, if a student filled out 8 "acceptable" quizzes, his/her score is 15%, not 8%. Each pre-test
attendance quiz, "acceptable" means you "answer" the questions based on the material or narrated presentation decks, and not just filling
it with "qwerty, bla bla bla, I don't know, Yes, No, etc.".

In each attendance quiz, there will always be two final questions that also is the key for "acceptance criteria": 'What are the 3 things that
you consider important?' and 'Do you have a question?', you must answer these two questions with a good answer. If there is just one
question from the pre-test attendance quiz that is not acceptable, you considered being absent in this week's class. Each quiz will have a
different allocated time for completion before locked and not receiving any submissions.

Quizzes can variate depending on the number of questions, but a minimum of 15 minutes is allocated with 30 minutes maximum for
filling out the quizzes. Zoom class will be opened on time and accepting attendance; however, the class discussion will be started 5
minutes after the quiz time limit. So you can decide whether to join zoom in parallel with filling the quiz or join after filling out the quiz.

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 With this, the Online Class will only just for discussion and answering selected questions from you. You can also use the online class to ask
the questions you already asked in the PTAQ. For example, the class schedule is at 10 am, the quiz is set at 20 minutes, Zoom will be open
at 10 am, and you can join the class, even though the class discussion will start in 10.25.

Kelas Depok : https://emas.ui.ac.id/course/view.php?id=8709 & https://classroom.google.com/u/1/c/MTYwMTYzMjg0NDg2

Tautan Kelas Daring
Kelas Salemba : https://emas.ui.ac.id/course/view.php?id=8710 & https://classroom.google.com/u/1/c/MzM5NTYwMzUyMTda

2.2 Course Learning Outcomes

CPL-Prodi yang dibebankan MK
Kemampuan untuk merancang, mengelola dan meningkatkan kinerja suatu sistem terpadu, komponen, atau proses untuk memenuhi
CPL 1 kebutuhan dalam batasan yang realistik seperti ekonomi, lingkungan, sosial, politik, hukum, etika, faktor manusia,
kesehatan dan keselamatan, kelayakan pembuatan, dan keberlanjutan.
Capaian Pembelajaran Mata Kuliah (CPMK)
Participants will be able to use the approach of a better understanding of complex problems as a start for a better problem-solving
process based on model-based management
CPMK-1
Setelah mengikuti perkuliahan mahasiswa mampu untuk menggunakan pola pendekatan pemahaman masalah secara sistemik untuk
memecahkan permasalahan yang bersifat kompleks sebagai bagian dari model-based management.
Sub-CPMK
Understand that thinking is a habit that can be changed and develop through exercise and awareness
Sub-CPMK-1
Mampu memahani bahwa pola berpikir merupakan sesuatu hal yang bisa dikembangkan melalui perubahan paradigma dan latihan rutin
Understand the Concepts of 3Cs Component, Connections and Context as a guidance of deeper understanding of problems structure
Sub-CPMK-2 Mampu memahami 3 K dari konsep berpikir sistem: komponen, konektivititas, dan konteks yang menjadi pengarah dalam melakukan
analisa awal sebuah permasalahan
Understand the use of model-based thinking as the basis of better problem solving by a better understanding of problems
Sub-CPMK-3 Mampu memahami penggunaan cara berpikir berbased model untuk meningkatkan proses pemecahan masalah terutama
dalam mendapatkan pemahaman masalah yang lebih baik
Able to use support tools for systems analysis
Sub-CPMK-4
Mampu menggunakan berbagai alat bantu analisa dalam mendukung proses implementasi metode analisa sistems
Able to implement the systems analysis process based on Soft System Methodology (SSM) to increase our understanding of problems
Sub-CPMK-5 Mampu mengimplementasikan metode analisa masalah sistem yang berbasis kepada Soft System Methodology (SSM) dalam
meningkatkan pemahaman permasalahan

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2.3 Course References
1. Pengantar Kuliah Berfikir Sistem,
2. Ubah diri anda mulai dari cara berfikir Anda,
3. Pengantar Berpikir sebagai Keterampilan
4. Pengantar Teori Sistem dan Berbagai Pendekatan Pola Berpikir Sistem
5. The Beer Game Serious Simulation Game (SSG) Plau
6. Discussion on The Beer Game
7. Mental Models
Bahan Kajian 8. Models and how we used them
9. Model Thinking for Problem Solving
10. Bahasa Sistem
11. Membahas studi kasus tentang Causal Loop Diagram
12. Cetak Biru Sistem yang umum (System Archetypes)
13. Problem Solving dengan Berfikir Sistemik
14. Pengenalan Konsep SSM
15. Diskusi Studi Kasus dengan SSM
a. Thinking in Systems: A Primer, 2008, Donella Meadows , Chelsea Green Publishing
b. Checkland, P.B. and J. Scholes (2001) Soft Systems Methodology in Action, in J. Rosenhead and J. Mingers (eds),
Daftar Pustaka Rational Analysis for a Problematic World Revisited. Chichester: Wiley
c. The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization, Peter M. Senge, Crown
Business, 1994

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 3 Rancangan Kegiatan Pembelajaran
Sub-CPMK
Mampu memahani bahwa
pola berpikir merupakan
sesuatu hal yang bisa
dikembangkan melalui
perubahan paradigma dan
latihan rutin
Understand that thinking is a
habit that can be change and
develop through exercise and
awareness
Mampu memahami 3 K dari
konsep berpikir sistem:
komponen, konektivititas,
dan konteks yang menjadi
pengarah dalam melakukan
analisa awal sebuah
permasalahan
Understand the Concepts of
3Cs Component, Connections
and Context as a guidance of
deeper understanding of
problems structure
Pengalaman Belajar Indikator Pencapaian Sub-CPMK
Bobot
M (O)rientasi, (L)atihan, (U)mpan Balik
Materi Pembelajaran Moda Pembelajaran Sub-CPMK
g Luring (Offline) Indikator Umum (IU); Indikator
Daring (Online) ke CPMK
Khusus (IK)
1 Video Pengantar Kuliah Berfikir Sistem Asinkronus (0) Sebelum Sesi Kelas, Mahasiswa (IU) Mahasiswa mendapatkan 6%
• Systems Thinking as a required skills menggunakan EMAS Menonton Materi Video Minggu ini (35%) rancangan roadmap kegiatan
for Industrial Engineering Master dan Google Classroom (L) Mahasiswa merangkum materi dengan perkuliahan dalam satu semester
that are moving for more complex (belajar mandiri dan mengisi quiz PTAQ (15%) kedepan
problems forum diskusi) (U) - (IK) Mahasiswa memiliki struktur
• Course Introduction and Structure (S) Dosen memberikan tanggapan terhadap piramida yang membangun
• Introducing Concepts, Models, Sinkronous dengan isian PTSQ dan diskusi dalam kelas dengan pemahaman dan kemamapuan
Methods and Tools of Systems Zoom Video Conference (40%) berpikir sistem
Thinking (S)
Video Pengantar Berpikir sebagai Asinkronus (0) Sebelum Sesi Kelas, Mahasiswa (IU) Mahasiswa mendapatkan 9%
2
Keterampilan menggunakan EMAS Menonton Materi Video Minggu ini (35%) pemahaman terhadap berpikir
• What is Thinking? (Pengantar dan Google Classroom (L) Mahasiswa merangkum materi dengan adalah bertanya
tentang berfikir), berfikir adalah (belajar mandiri dan mengisi quiz PTAQ (15%) (IK) Mahasiswa mampu menyusun
mengajukan pertanyaan forum diskusi) (U) - pertanyaan terstruktur untuk
• Introduction to Lateral Thinking (S) Dosen memberikan tanggapan terhadap berpikir
• The Art of Questioning Sinkronous dengan isian PTSQ dan diskusi dalam kelas
Zoom dengan Video Conference (40%)
(S)
3 Video Pengantar Teori Sistem dan Asinkronus (0) Sebelum Sesi Kelas, Mahasiswa (IU) Mahasiswa mendapatkan 10%
Berbagai Pendekatan Pola Berpikir menggunakan EMAS Menonton Materi Video Minggu ini (35%) pemahaman tentang sejarah
Sistem dan Google Classroom (L) Mahasiswa merangkum materi dengan pendekatan sistem dan berpikir
• General Systems Theory (belajar mandiri dan mengisi quiz PTAQ (15%) sistem
• Bagaimana ciri-ciri sistem forum diskusi) (U) - (IK) Mahasiswa mampu
diterjemahkan kedalam pola berfikir (S) Dosen memberikan tanggapan terhadap membedakan antara 3 teori
• Struktur Dasar Sistem: Input Process Sinkronous dengan isian PTSQ dan diskusi dalam kelas pendekatan definisi dari berpikir
Output Feedbacks Zoom dengan Video Conference (40%) sistem
• Systems Thinking: 5th Discipline, (S)
Combination of Thinking
• Systems Thinking, SSM (Soft OR)
dan System Dynamics
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M (O)rientasi, (L)atihan, (U)mpan Balik
Sub-CPMK Materi Pembelajaran
g Luring (Offline)
4 Video The Beer Game Simulation
• Group Assignment for the Beer
Game
5 Discussion on The Beer Game
• Konsep Behavior sebagai
representasi dari dinamika sistem
• Bagaimana membaca BoT (Behavior
over TimeGraph)
• Simulasi pentingnya memiliki
horison waktu yang dinamis
• Dinamika Sistem bersumber dari
Struktur Sistem
• Bagaimana menebak struktur
sistem
• Videos on Beer Game and Thinking
Mampu memahami 6 Video Mental Models Principles
• Model Based Thinking
penggunaan cara berpikir
• Single-loop-learning vs double loop
berbased model untuk learning
meningkatkan proses • Bagaimana kita membangun dan
pemecahan masalah mengubah mental models
terutama dalam • How mental models develop (ladder
mendapatkan pemahaman of inference)
masalah yang lebih baik • Advocacy dan Inquiry: Alat untuk
mendapatkan model mental dari
orang lain
• Left Column Methods: Alat untuk
mendapatkan model mental dari
diri sendiri
Pengalaman Belajar Indikator Pencapaian Sub-CPMK
Bobot
Moda Pembelajaran Sub-CPMK
Indikator Umum (IU); Indikator
Daring (Online) ke CPMK
Khusus (IK)
Asinkronus (0) Sebelum Sesi Kelas, Mahasiswa (IU) Mahasiswa merasakan betapa 7&
menggunakan EMAS Menonton Materi Video Minggu ini (35%) struktur sistem bisa memembuat
dan Google Classroom (L) Mahasiswa merangkum materi dengan mereka seperti tidak memiliki
(belajar mandiri dan mengisi quiz PTAQ (15%) opsi
forum diskusi) (U) - (IK) Mahasiswa mampu
(S) Dosen memberikan tanggapan terhadap memetakan pola pengambilan
Sinkronous dengan isian PTSQ dan diskusi dalam kelas keputusan yang terkurung oleh
Zoom dengan Video Conference (40%) struktur yang ada
(S)
Asinkronus (0) Sebelum Sesi Kelas, mereview materi 5%
menggunakan EMAS diskusi minggu lalu (25%)
dan Google Classroom (L) Mahasiswa Mengerjakan tugas tentang
(belajar mandiri dan Evaluasi Beer Game (15%)
forum diskusi) (U) Evaluasi Tugas Beer Game (25%)
(S) Dosen memberikan tanggapan terhadap
Sinkronous dengan isian PTSQ dan diskusi dalam kelas
Zoom dengan Video Conference (25%)
(S)
Asinkronus (0) Sebelum Sesi Kelas, Mahasiswa (IU) Mahasiswa mendapatkan 10%
menggunakan EMAS Menonton Materi Video Minggu ini (35%) pemahaman pentingnya mental
dan Google Classroom (L) Mahasiswa merangkum materi dengan model dan perubahannya dalam
(belajar mandiri dan mengisi quiz PTAQ (15%) memecahkan masalah
forum diskusi) (U) - (IK) Mahasiswa mampu memiliki
(S) Dosen memberikan tanggapan terhadap cara untuk melakukan proses
Sinkronous dengan isian PTSQ dan diskusi dalam kelas adkovasi dan bertanya dalam
Zoom dengan Video Conference (40%) mengeksplorasi model mental
(S)
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Sub-CPMK
Understand the use of model
based thinking as the basis of
better problem solving by
better understanding of
problems
Mampu menggunakan
berbagai alat bantu analisa
dalam mendukung proses
implementasi metode analisa
sistem
Able to use support tools for
systems analysis
M (O)rientasi, (L)atihan, (U)mpan Balik
Materi Pembelajaran
g Luring (Offline)
7 Video Models and how we used them
• Model Based Management
• Model Based Thinking
• Decisions are based on Models
8 Video System Language as Tools for
Systems Thinking
• Permainan Struktur
• Permainan Systems Loops
• Komponen CLD
• Rules dalam CLD (loops sign)
• Tips dalam CLD
• Metodologi menyusun CLD: Column
Methods
• Latihan menyusun CLD
9 Membahas studi kasus tentang Causal
Loop Diagram
• Latihan menyusun CLD
• Presentasi Studi kasus dari peserta
yang dikerjakan di rumah
Pengalaman Belajar Indikator Pencapaian Sub-CPMK
Bobot
Moda Pembelajaran Sub-CPMK
Indikator Umum (IU); Indikator
Daring (Online) ke CPMK
Khusus (IK)
Asinkronus (0) Sebelum Sesi Kelas, Mahasiswa - (IU) Mahasiswa mendapatkan 10%
menggunakan EMAS Menonton Materi Video Minggu ini (35%) gambaran tentang bagaimana
dan Google Classroom (L) Mahasiswa merangkum materi dengan model bisa membantu mereka
(belajar mandiri dan mengisi quiz PTAQ (15%) mendeskripsikan permasalahan
forum diskusi) (U) - (IK) Mahasiswa memiliki koelksi
(S) Dosen memberikan tanggapan terhadap pola-pola membagi
Sinkronous dengan isian PTSQ dan diskusi dalam kelas permasalahan menjadi
Zoom dengan Video Conference (40%) komponennnya
(S)
Asinkronus (0) Sebelum Sesi Kelas, Mahasiswa - (IU) Mahasiswa mendapatkan 8%
menggunakan EMAS Menonton Materi Video Minggu ini (35%) gambaran tentang alat
dan Google Classroom (L) Mahasiswa merangkum materi dengan berkomunikasi untuk
(belajar mandiri dan mengisi quiz PTAQ (15%) menggambarkan sistem yaitu
forum diskusi) (U) - Causal Loop Diagram
(S) Dosen memberikan tanggapan terhadap (IK) Mahasiswa memahami
Sinkronous dengan isian PTSQ dan diskusi dalam kelas tentang cara dan batasan untuk
Zoom dengan Video Conference (40%) menggunakan Causal Loop
(S) Diagram
Asinkronus (0) Sebelum Sesi Kelas, mereview materi - 9%
menggunakan EMAS diskusi minggu lalu (15%)
dan Google Classroom (L) Mahasiswa Mengerjakan tugas tentang
(belajar mandiri dan Causal Loop Diagram (35%)
forum diskusi) (U) Evaluasi Causal Loop Diagram (25%)
(S) Dosen memberikan tanggapan terhadap
Sinkronous dengan isian PTSQ dan diskusi dalam kelas
Zoom dengan Video Conference (25%)
(S)
9

Sub-CPMK
Mampu
mengimplementasikan
metode analisa masalah
sistem yang berbasis kepada
Soft System Methodology
(SSM) dalam meningkatkan
pemahaman permasalahan
Able to implement the
systems analysis process
based on Soft System
Methodology (SSM) to
increase our understanding of
problems
M (O)rientasi, (L)atihan, (U)mpan Balik
Materi Pembelajaran
g Luring (Offline)
10 Video System Archetypes, sebuah
konsep cetak biru yang umum terjadi
pada dunia nyata
• System archetypes membantu kita
untuk memahami sistem yang ada
• Focus on the surrounding not just
the problems
• Bagaimana sebuah struktur akan
membentuk sebuah BoT
• Basic Structure and Behaviors
eminitating from the structure
• Understanding Behavior over Time
Graphs (growth,
instability&oscillation)
Video Problem Solving dengan Berfikir
11
Sistemik
• Soft Systems Methodology
• SSM adalah Gap Analysis
• SSM Konsep (Systems =
Transformation IPOF, Perception
Mapping)
• SSM Tools (Rich Pictures, Root
Definitions - CATWOE)
Diskusi Studi Kasus Albion Group
12
• Mahasiswa memahami bagaimana
sebuah metodologi SSM
diaplikasikan dalam sebuah studi
kasus
• Umpan balik dan kesimpulan
Pengalaman Belajar Indikator Pencapaian Sub-CPMK
Bobot
Moda Pembelajaran Sub-CPMK
Indikator Umum (IU); Indikator
Daring (Online) ke CPMK
Khusus (IK)
Asinkronus (0) Sebelum Sesi Kelas, Mahasiswa - (IU) Mahasiswa mendapatkan 8%
menggunakan EMAS Menonton Materi Video Minggu ini (35%) pemahaman tentang beberapa
dan Google Classroom (L) Mahasiswa merangkum materi dengan struktur model yang lazim
(belajar mandiri dan mengisi quiz PTAQ (15%) muncul di dunia nya
forum diskusi) (U) - (IK) Mahasiswa mengidentifikasi
(S) Dosen memberikan tanggapan terhadap struktur model berdasarkan
Sinkronous dengan isian PTSQ dan diskusi dalam kelas grafik perilaku
Zoom dengan Video Conference (40%)
(S)
Asinkronus (0) Sebelum Sesi Kelas, Mahasiswa - (IU) Mahasiswa mendapatkan 9%
menggunakan EMAS Menonton Materi Video Minggu ini (35%) gambaran tentang metodologi
dan Google Classroom (L) Mahasiswa merangkum materi dengan ilmiah dalam memecahkan
(belajar mandiri dan mengisi quiz PTAQ (15%) masalah berpikir sistem secara
forum diskusi) (U) - kualitatif yaitu Soft Systems
(S) Dosen memberikan tanggapan terhadap Methodology
Sinkronous dengan isian PTSQ dan diskusi dalam kelas (IK) Mahasiswa memahami
Zoom dengan Video Conference (40%) tentang cara dan batasan untuk
(S) melakukan analisa sistem
Asinkronus (0) Sebelum Sesi Kelas, mereview materi - dengan Soft Systems Analysis 9%
menggunakan EMAS diskusi minggu lalu (15%)
dan Google Classroom (L) Mahasiswa Mengerjakan tugas tentang
(belajar mandiri dan Causal Loop Diagram (35%)
forum diskusi) (U) Evaluasi SSM (25%)
(S) Dosen memberikan tanggapan terhadap
Sinkronous dengan isian PTSQ dan diskusi dalam kelas
Zoom dengan Video Conference (25%)
(S)
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 4 Rancangan Tugas dan Latihan
4.1 Rancangan Tugas dan Latihan serta Kriteria Penilaian
Mi
Penugasan Ruang Lingkup Batas
Sub-CPMK ng Luaran Tugas yang Dihasilkan
gu Assignment Name Description Waktu
Mampu memahani bahwa pola berpikir merupakan 2 Tugas Menyusun Struktur Develop a Landscape double page A3 1 week One page of A4 Posters on how to ask question in a
sesuatu hal yang bisa dikembangkan melalui perubahan Pertanyaan Poster (Infographics) that guides your Systemic Way. Recommended Software is just using
paradigma dan latihan rutin thinking. The poster consistset of a Powerpoint with A4 Setting
questions that can be used
Understand that thinking is a habit that can be change
and develop through exercise and awareness
Mampu memahami 3 K dari konsep berpikir sistem: 3 Tugas Kelompok Beer Game Based on the Game, analyse the way you 1 week A presentation slides based on the format that will
komponen, konektivititas, dan konteks yang menjadi see the game at first, and compared it be introduced in the class (or in EMAS)
pengarah dalam melakukan analisa awal sebuah Beer Game Analysis after you play the game
permasalahan

Understand the Concepts of 3Cs Component, Connections
and Context as a guidance of deeper understanding of
problems structure
Mampu memahami berbagai konsep model ideal dalam
organisasi sebagai kerangka kerja awal dalam melakukan
analisa sistem
4 Tugas Left Column Methods
6 Frameworks of Analysis
Infographics
Create a one page A4 assignment consist
of the Left Column Method table
Components Breakdown Frameworks in
understainding systems
1 week One Page of A4 paper in Landscape Mode using the
table of Left Colume Methods. The Concept will
explained in the Class
1 week Two Pages of A4 paper in Landscape Mode using the
table of Left Colume Methods. The Concept will
explained in the Class

Understand the concept of ideal models as way to

identify gaps that can be used as frameworks for
improvement
Mampu menggunakan berbagai alat bantu analisa dalam
mendukung proses implementasi metode analisa sistem
Able to use analytical support tools in implementing
systems analysis process
Mampu mengimplementasikan metode analisa masalah
sistem yang berbasis kepada Soft System Methodology
(SSM) dalam meningkatkan pemahaman permasalahan
8 Tugas Causal Loop Giagram
10 Tugas Latihan 1 dan 2 berbasis SSM
(Soft Systems MEthodologi)
14 Tugas Analisa Studi Kasus berbasis
SSM (Soft Systems MEthodologi)
dan Causal Loop Diagram
Causal Loop Diagram merupakan alat
untuk menggambarkan keterkaitan
variable yang dibutuhkan dalam
menterjemahkan pola berpikir sistem
Rich Pictures, CATWOE, Root Definition
Use the SSM Methodology to analyze case
studies and create recommendations of
improvements
2 weeks Two Pages of A4 paper in Landscape Mode using the
Causal Loop Diagram tools
2 weeks Using the Provided Template, Participants will fill the
necessary information and formulate the table of
improvement
2 weeks Using the Provided Template, Participants will fill the
necessary information and formulate the table of
improvement

11
 4.2 Kriteria Penilaian
Instrumen/ Bobot
Bentuk Evaluasi Sub-CPMK Frekuensi
Jenis Asesmen Evaluasi (%)
Mampu memahani bahwa pola berpikir merupakan
Tugas Menyusun Struktur Pertanyaan
sesuatu hal yang bisa dikembangkan melalui perubahan Take Home Assignment Rubric Evaluation Table 1 8%
paradigma dan latihan rutin

Tugas Kelompok Beer Game Mampu memahami 3 K dari konsep berpikir sistem: Rubrik Laporan Tertulis (Paper Report Rubrik) 1 8%
komponen, konektivititas, dan konteks yang menjadi
pengarah dalam melakukan analisa awal sebuah
Tugas Left Column Methods permasalahan Rubrik Laporan Tertulis (Paper Report Rubrik) 1 7%

Mampu memahami berbagai konsep model ideal dalam

Frameworks of Analysis Infographics
Tugas Causal Loop Giagram
Tugas Latihan 1 dan 2 berbasis SSM (Soft Systems
MEthodologi)
Tugas Analisa Studi Kasus berbasis SSM (Soft Systems
MEthodologi) dan Causal Loop Diagram
PTAQ Quiz
Total
organisasi sebagai kerangka kerja awal dalam melakukan Rubrik Laporan Tertulis (Paper Report Rubrik) 1 7%
analisa sistem
Mampu menggunakan berbagai alat bantu analisa dalam
Rubrik Laporan Tertulis (Paper Report Rubrik) 1 15%
mendukung proses implementasi metode analisa sistem
Mampu mengimplementasikan metode analisa masalah Rubrik Laporan Tertulis (Paper Report Rubrik) 1 10%
sistem yang berbasis kepada Soft System Methodology
(SSM) dalam meningkatkan pemahaman permasalahan Rubrik Laporan Tertulis (Final Report Rubrik) 1 30%
Quiz Pemahaman materi yang dinarasikan dalam bentuk
Exam Questions Evaluation Table Minimal 10x 15%
video
100%

4.3 Pedoman Kriteria Penilaian

Konversi nilai akhir mahasiswa berdasarkan ketentuan yang berlaku di Universitas Indonesia. Konversi nilai tersebut adalah:

Nilai Angka Nilai Huruf Bobot Nilai Angka Nilai Huruf Bobot
85—100 A 4,00 60—<65 C+ 2,30
80—<85 A- 3,70 55—<60 C 2,00
75—<80 B+ 3,30 40—<55 D 1,00
70—<75 B 3,00 <40 E 0,00
65—<70 B- 2,70

12
4.4 Rubrik-Rubrik Penilaian Hasil Pembelajaran
Table 1 Paper Report Evaluation Table

Criteria A B C D
Organization Information is presented in effective order. Information is logically ordered with Information is scattered and needs further There is no apparent ordering of paragraphs, and
Excellent structure of paragraphs and paragraphs and transitions. development. thus there is no progressive flow of ideas.
(Overall order, flow, and transitions enhances readability and Within sections, the Details and examples are not organized, are hard
transitions) comprehension. order in which ideas are presented may be to follow and understand.
The executive summary or occasionally
abstract is presented first, confusing
enabling the reader to easily follow the rest of
the report
Quality of Information Supporting details are specific to topic and Some details don’t support the report topic. Details are somewhat sketchy. Unable to find specific details.
provide the necessary information.
Introduction Introductory paragraph is clearly stated, has a Introductory paragraph is clearly stated with a Introductory paragraph is vague. Introductory paragraph is not apparent.
sharp, distinct focus and enhances the impact focus.
of the report
Conclusion Concluding paragraph summarizes and draws Concluding paragraph follows and summarizes Concluding paragraph is only remotely related Concluding paragraph is not apparent.
a clear, effective conclusion and enhances the the report discussion and draws a conclusion. to the report topic.
impact of the report.
Use of Sentences are complete and grammatical, and For the most part, sentences are complete and Minor Errors in sentence structure and Major Errors in sentence structure and grammar
Language: they flow together easily. Words are chosen for grammatical, and they flow together easily. grammar are frequent enough that they reduce are frequent enough that they distract the reader
Word Choice, their precise meaning. Any errors are minor and do not distract the the reader and interfere with meaning. There is and interfere with meaning. There is
Grammar, and reader. Repetition of unnecessary repetition of the unnecessary repetition of the
Sentence the same words and phrases is same words and phrases same words and phrases
Structure avoided
Use of Figures: All figures, graphs, charts, and drawings are For the most part, figures, graphs, charts, and Just few of figures, graphs, charts, and Figures, graphs, charts, & drawings are of poor
Graphs, Charts, accurate, consistent with the text, and of good drawings are accurate, consistent with the text, drawings are accurate, consistent with the text, quality, have numerous inaccuracies &
& Drawings quality. They enhance understanding of the and of good quality. They are generally labeled and of good quality. They are not labeled mislabeling, or may be missing. There may be no
text. All are labeled correctly in accordance correctly in accordance with engineering correctly. corresponding explanatory text or there may be
with engineering standards and are referred to standards. All are referred to in the text. redundancy with the text.
in the text.
Bibliography All resources are cited and appear with correct All resources are cited, but formatting isn’t Some resources are cited but not all. Not Resources not cited in paper or proper format
formatting. correct. formatted correctly. not used.
Critique The report discusses the strengths and The report discusses the strengths and The report discusses either the strengths or The report does not mention the strengths or the
weaknesses, and suggests ways in which it can weaknesses weaknesses of the invention but not both. weaknesses
be improved.
Connections The report makes appropriate connections The report makes appropriate connections The report makes unclear or inappropriate The report makes no connections, just showing
between all key components (problems to between several components connections between components the components
solutions, problem to problems, solutions to
solutions)
Analysis The paper successfully breaks the argument, The paper successfully breaks the argument, The paper breaks the argument, issue, or The parts identified are not the correct and/or
issue, or problem into relevant parts. The issue, or problem into relevant parts. The problem into parts, but some parts may be relevant ones. The connections between the parts
connections between the parts are clear and connections between the parts are fairly missing or unclear. The connections between are completely inaccurate.
highly accurate. accurate. the parts are somewhat accurate.

Depth of Analysis Results are carefully and objectively analyzed. Engineering analysis is detailed enough to aid Engineering analysis is so sketchy that Engineering analysis is so inadequate that
Interpretations are made using understanding but the reader is barely able to evaluate the validity the reader is not able to evaluate the validity of
appropriate equations, models, or theories is not enhanced with equations, models, or of the interpretation of findings the interpretation of findings
theories

13
 Criteria A B C D
Synthesis The paper successfully integrates all relevant The paper integrates most relevant parts from The paper integrates some parts from various The parts to be integrated are not clear and/or
parts from various places into a coherent various places into a mostly coherent whole. places into a somewhat coherent whole. The relevant. The connections between the parts are
whole. The connections between the parts are The connections between the parts are connections between the parts are somewhat unclear.
clear and insightful. generally clear. unclear.

Visual Format The document is visually appealing. White
space and color are used appropriately
to separate blocks of text and add emphasis.
The reader can easily navigate the document
Ability to Define Terms Engineering terms and jargon are used
and Jargon correctly. They are defined the first time they
are used in the report
Analysis of group Clearly articulates what worked well and why,
process and individual what did not work well and why, and ways to
role within it increase effectiveness and efficiency of group
process in the future, considering self as well
as others
Professional Style
Use of white space and color help the reader
navigate the document, although the layout
could be more effective and appealing
For the most part, terms and jargon are used
correctly with some attempt to define them.
Self-Evaluation
Discusses only two of the three; discusses
group without discussing self; discusses self
without discussing group
The document is not visually appealing and The document is unappealing and no or
there are few “cues” to help the reader navigate confusing visual cues
the document.
There is an overuse of jargon and technical terms
without adequate explanation of their meaning
Does not articulate any of the three – what
worked well and why, what didn’t work well
and why, how to improve

Table 2 Take Home Assignment Rubric Evaluation Table

Criteria A B C D
Demonstrated • Shows complete understanding of the • Shows substantial understanding of the • Response shows some understanding of • Response shows a lack of understanding
Knowledge exercises exercises the exercises for the exercises
• Demonstrates full knowledge of the subject • At ease with subject content • Uncomfortable with content • No grasp of information
with explanations and elaboration • Able to elaborate and explain to some • Only basic concepts are demonstrated and • No clear knowledge of subject matter
degree interpreted
Requirements • Goes beyond the requirements of the • Meets the requirements of the exercise • Does not meet the requirements of the • Fails to complete the exercise
exercise exercise
Report Format • Format is consistent throughout, including • Format is generally consistent, including • Mostly consistent format • Work is illegible, format changes
heading styles and captions heading styles and captions • Figures and tables are legible, but not throughout, e.g., font type, size, etc.
• Figures and tables are presented logically • Figures and tables are neatly done and convincing • Figures and tables are sloppy and fail to
and reinforce the text provide intended information provide intended information
Spelling and Grammar • Negligible misspellings and grammatical • Minor misspellings and grammatical errors • Several spelling and grammatical errors • Numerous spelling and grammatical errors
errors
References • Reference section complete and • Minor inadequacies in references • Inadequate list of references or references • No referencing system used
comprehensive • Consistent referencing system in text
• Consistent and logical referencing system • Inconsistent or illogical referencing system

Table 3 Answering Questions Evaluation Table

Criteria A B C D
Demonstrated • Shows complete understanding of the • Shows substantial understanding of the • Response shows some understanding of the • Response shows a lack of understanding for
Knowledge exercises exercises exercises the exercises
• Demonstrates full knowledge of the • At ease with subject content • Uncomfortable with content • No grasp of information
subject with explanations and elaboration • Able to elaborate and explain to some • Only basic concepts are demonstrated and • No clear knowledge of subject matter
degree interpreted

14
 Table 4 Presentation Rubric Evaluation Table

Criteria A B
Gains attention of Gives details or an amusing fact, a series of
audience. questions, a short demonstration, a colorful
visual or a personal reason why they picked
this topic.
Organization Presentation is clear, logical and organized.
Listener can follow line of reasoning.
Style Level of presentation is appropriate for the
audience. Presentation is a planned
conversation, paced for audience
understanding. It is NOT a reading of a paper.
Speaker is clearly comfortable in front of the
group and can be heard by all.
Use of Communication Communication aids enhance the presentation.
Aids They are prepared in a professional manner.
(transparencies, slides, Font on visuals is large enough to be seen by
posters, handouts, etc.) all.
Information is organized to maximize audience
understanding.
Details are minimized so main points stand
out.
Use of Language: Sentences are complete and grammatical, and
Grammar and Word they flow together easily. Words are chosen for
Choice their precise meaning.
Content Depth Speaker provides an accurate and complete
explanation of key concepts and theories,
drawing upon relevant literature. Listeners
gain insights.
Content Accuracy Information (names, facts, etc.) included in the
presentation is consistently accurate.
Responsiveness to Consistently clarifies, restates, and responds to
Audience questions. Summarizes when needed.
Body language reflects comfort interacting with
audience
Does a two-sentence introduction, then starts
speech.
Presentation is generally clear and well
organized. A few minor points may be
confusing.
Level of presentation is generally appropriate.
Pacing is sometimes too fast or slow. The
presenter seems slightly uncomfortable at
times, and the audience occasionally has
trouble hearing the presenter.
Communication aids contribute to the quality
of the presentation.
Font size is appropriate for reading.
Appropriate information is included.
Some material is not supported by visual aids.
For the most part, sentences are complete and
grammatical, and they flow together easily.
With a few exceptions, words are chosen for
their precise meaning.
For the most part, explanations of concepts
and theories are accurate and complete. Some
helpful applications are included.
No significant errors are made. Listeners
recognize any error to be the result of
nervousness or oversight.
Generally responsive to audience questions and
needs. Misses some opportunities for
interaction.
Body language reflects some discomfort
interacting with audience.
C D
Does not attempt to gain attention of audience,
just starts speech.
Listener can follow presentation with effort.
Some arguments are not clear. Organization
seems haphazard.
Aspects of presentation are too elementary or
too sophisticated for audience. Presenter seems
uncomfortable and can be heard only if listener
is very attentive. Much of the information is
read.
Communication aids are poorly prepared or
used inappropriately. Font is too small to be
easily seen.
Too much information is included.
Unimportant material is highlighted. Listeners
may be confused.
Listeners can follow the presentation, but some
grammatical errors and use of slang are
evident. Some sentences are
incomplete/halting, and/or vocabulary is
somewhat limited or inappropriate.
Explanations of concepts and/or theories are
inaccurate or incomplete. Little attempt is
made to tie theory to practice. Listeners gain
little from the presentation.
Enough errors are made to distract a
knowledgeable listener, but some information
is accurate. The presentation is useful if the
listener can determine what information is
reliable.
Responds to questions but misses the
opportunity for interaction
Body language reveals a reluctance to interact
with audience.
Logic of arguments is not made clear. Listeners
are confused.
Presentation consistently is too elementary or
too sophisticated for the audience. Information
is read to audience. Presenter is obviously
anxious and cannot be heard.
No communication aids are used, or they are so
poorly prepared that they detract from the
presentation.
Listeners are so distracted by the presenter's
apparent difficulty with the grammar and
appropriate vocabulary that they cannot focus
on the ideas presented.
No reference is made to literature of theory.
Listeners gain no new insights.
Information included is sufficiently inaccurate
that the listener cannot depend on the
presentation as a source of accurate
information. Listeners may have been misled.
Responds to questions inadequately.
Body language reveals a reluctance to interact
with audience.

Table 5 Groups Presentation Rubric Evaluation Table

Transition and Transition between speakers are smooth and in Transition is not smooth and not in line with Transition is not evident and lack of
Individual Assignment line with the presentation materials the presentation materials coordination between speakers

Individual Speakers are assign evenly to Individual speakers are not assign evenly Only one speaker dominated the whole group
explain about the topics presentation

15
 Table 6 Design Project Report Rubric Evaluation Table

Criteria A B C D
Identifies project All important major and minor objectives All major objectives are identified but one or Many major objectives are not identified. Identifies project objectives based on
objectives based on are identified and appropriately prioritized. two minor ones are missing or priorities are general description and client requirements
general description not established.
and client
requirements
Identifies relevant & All relevant information is obtained and Sufficient information is obtained and most Insufficient information is obtained and/or Identifies relevant & valid information to
valid information to information sources are valid. Design sources are valid. Design recommendations sources lack validity. Design support decision-making.
support decision- recommendations are well supported by the are mostly supported by the information. recommendations are not supported by
making. information. information collected.
Generation and Three or more alternatives are considered. At least three alternatives are considered. Only one or two alternatives are considered. Generation and analysis of alternatives.
analysis of Each alternative is appropriately and Appropriate analyses are selected but Inappropriate analyses are selected and/or
alternatives. correctly analyzed for technical feasibility. analyses include some minor procedural major procedural and conceptual errors are
errors made.

Identifies relevant All relevant constraints are identified and Most constraints are identified; some are Few or no constraints are identified or some Identifies relevant constraints (economic,
constraints accurately analyzed. not adequately addressed or accurately constraints are identified but not accurately environmental/ safety sustainability, etc)
(economic, analyzed. analyzed.
environmental/safety
sustainability, etc)
Generates valid Recommended solution is based on stated Solution/decision is reasonable; further Only one solution is considered or other Generates valid conclusions/decisions
conclusions/decision criteria, analysis and constraints. analysis of some of the alternatives or solutions were ignored or incompletely
s constraints may have led to different analyzed. Many constraints and criteria
recommendation. were ignored.

Delegation and Responsibilities delegated fairly. Each
fulfillment of member contributes in a valuable way to the
Responsibilities project. All members always attended
meetings and met deadlines for deliverables.
Team morale and Team worked well together to achieve
cohesiveness objectives. Members enjoyed interacting
with each other and learned from each
other. All data sources indicated a high level
of mutual respect and collaboration.
Teamwork
Some minor inequities in the delegation of
responsibilities. Some members contribute
more heavily than others but all members
meet their responsibilities. Members
regularly attended meetings with only a few
absences, and deadlines for deliverables
were met.
Team worked well together most of the time,
with only a few occurrences of
communication breakdown or failure to
collaborate when appropriate. Members
were mostly respectful of each other.
Major inequities in delegation of
responsibilities. Group has obvious
freeloaders who fail to meet their
responsibilities or members who dominate
and prevent others from contributing.
Members would often miss meetings,
and/or deadlines were often missed.
Team did not collaborate or communicate
well. Some members would work
independently, without regard to objectives
or priorities. A lack of respect and regard
was frequently noted.

Table 7 Class Attendance and Participation Rubric Evaluation Table

A B C D
Frequency Attends class regularly and always contributes Attends class regularly and sometimes Attends class regularly but rarely contributes to Attends class regularly but never contributes to
and to the discussion by raising thoughtful contributes to the discussion in the the discussion in the aforementioned ways. the discussion in the aforementioned ways.
Quality questions, analyzing relevant issues, building aforementioned ways.

16
 on others’ ideas, synthesizing across readings
and discussions, expanding the class’
perspective, and appropriately challenging
assumptions and perspectives

4.5 Ketentuan Tambahan

4.5.1 Sanksi
1. Mahasiswa wajib menghadiri setiap pertemuan, kecuali dengan ijin khusus. Jumlah kehadiran minimal adalah 75% dari total kehadiran sebelum ujian tertulis
(UTS & UAS) diselenggarakan. Bagi yang tidak memenuhi syarat tersebut tidak akan dibolehkan mengikuti ujian tertulis.
2. Mahasiswa wajib menyelesaikan semua tugas dan evaluasi yang diberikan dengan tepat waktu. Bagi yang lalai akan medapatkan sanksi berupa pengurangan
nilai.
3. Mahasiswa tidak dijinkan masuk ke dalam ruangan pertemuan bila terlambat, kecuali dengan kondisi tertentu mendapatkan ijin dari pengajar.
4. Mahasiswa yang melanggar kerapihan berpakaian (memakai sandal dan kaos) tidak akan dibolehkan mengikuti perkuliahan atau ujian sebelum memenuhi
syarat kerapihan berpakaian tersebut.

4.5.2 Ketentuan Lain Yang Perlu Diperhatikan

1. Mahasiswa berada dalam kelompok kecil dan kelompok besarnya masing-masing setiap kali pertemuan berlangsung dan mendapatkan tugas kelompok.
2. Semua tugas menggunakan bahasa inggris
3. Mahasiswa bertanggung jawab atas kehadirannya dalam setiap pertemuan, keterlambatan lebih dari 15 menit setelah dosen masuk, tidak diperkenankan
memasuki kelas
4. Mahasiswa mengenakan pakaian yang rapih dan sopan (dilarang memakai sandal dan kaos tanpa kerah) setiap kali pertemuan berlangsung
5. Catatan untuk Tugas dan Pengumpulannya
o Tugas yang memiliki batasan kata, biasanya tidak termasuk kata dalam illustrasi (gambar) atau tabel, setiap tugas konfirmasikan ke dosen/fasilitator
o Penalti akan diberikan mencakup: (1) Kelebihan huruf mencapai kurang atau lebih dari 10% - mengurangi point anda dalam skala 100 = -10, (2)
Keterlambatan pengumpulan tugas dari waktu yang ditentukan - mengurangi point anda dalam skala 100 = -15, dan pertambahan -5 point setiap 2 jam
keterlambatan dengan maksimal -15 point (> 6 jam)
o Struktur halaman dalam tugas berbentuk paper adalah halaman judul, halaman nilai tugas (terlampir dalam BRP ini), halaman penilaian peer group
(untuk tugas kelompok), dan dilanjutkan dg struktur halaman dari tugas anda.
o Tugas dalam bentuk Paper, harus berfomat Landscape, Kertas A4, menggunakan huruf dengan yang setara dg Times New Roman ukuran 11 pt, boleh
dibagi menjadi 2 kolom atau 1 kolom terserah anda, wajib berhalaman dan menggunakan daftar isi, binding (jepret) pada sisi atas. Layout dan format

17
 adalah formal professional. Format ini adalah standard kecuali diminta berbeda oleh fasilitator kelas, dan sebaiknya anda tanyakan ketika tugas
diberikan (terutama jika 1 kelas dikelola oleh beberapa dosen)
o Tugas yang diminta fasilitator untuk dikirimkan via email, harap dikirimkan dengan kondisi compressed zip format, dengan format:
▪ Tugas individu: nama_npm_kelas_topiktugas_thnkuliah.zip (contoh: sikumis_0100101_ kelaspolitik _ayobenahijakarta_2007.zip)
▪ Tugas kelompok: namakelompok_nourutkelompok_topiktugas_tahun- kuliah.zip (contoh:
kelompokheroes_01_kelaspolitik_ayobersamajakarta_2007.zip)
o Pengumpulan tugas via email biasanya mengakibatkan mailbox menjadi cepat penuh seandainya para peserta kebanyakan memiliki besaran file yang
besar, jadi perhatikan dateline dan hourline (misalnya kamis, pukul 00.00) dan usahakan lebih awal lebih baik
o Gunakan aplikasi yang bisa mengecilkan file-file office menjadi kecil

18