BANDUNG, UNIKOM – In an effort to enhance the competencies, knowledge, and professionalism of its members in the field of protocol, the Student Activity Unit (UKM) Student Protocol Corps (KPM) of the Universitas Komputer (UNIKOM), Sarvajaya Cabinet for the 2025–2026 term, conducted the KPM Visit and Sharing 2026 event at the West Java Provincial Government Headquarters on Diponegoro Street, Bandung, on Tuesday, July 14, 2026. Under the theme “PRIME Protocol: Precision, Responsiveness, Integrity, Independence, Ethics” with the tagline “Learn With Precision, Lead With Integrity,” the event served as a learning platform for UNIKOM KPM members to gain a more comprehensive understanding of protocol practices, particularly within a government setting.
Through presentations, interactive discussions, simulations, and observations of protocol practices, participants had the opportunity to gain firsthand insight into how protocol standards and ethics are applied to support various official government agendas. Also present at the event were the Head of UNIKOM’s Protocol Division, Agung Nugraha, S.I.Kom., and H. Ribert Susanto, S.A.P., M.M., M.I.Kom., M.A.P., from the Protocol Section of the West Java Provincial Secretariat, who served as guest speakers and shared their experiences while carrying out duties in the field of protocol.
The presence of guest speakers from the government sector provided participants with the opportunity to gain practical insights into work standards, ethics, communication skills, and the various challenges faced by protocol officers in carrying out their duties. Riza Marisa Hermawati, S.S., as a representative of the Protocol Section of the West Java Provincial Government, expressed her appreciation in her remarks for the organization of the KPM Visit and Sharing 2026 event. According to her, such activities are important as a learning space for students to gain a closer understanding of protocol practices. She emphasized that protocol is not only about event procedures and ethics but also requires adaptability, effective communication, attention to detail, and a sense of responsibility in carrying out every task.
Furthermore, Riza also encouraged the participants to continue learning and to take advantage of every opportunity as part of their personal development. The experience gained during the event is expected to serve as a foundation for UNIKOM KPM members to improve themselves, broaden their horizons, and build a professional and ethical protocol character.
Moving into the main session, the event continued with a sharing session featuring H. Ribert Susanto, S.A.P., M.M., M.I.Kom., M.A.P., who has been active in the field of protocol for 26 years. The session was conducted in an interactive manner. In addition to explaining the basic concepts and principles of protocol within the government sector, the speaker shared his experiences while carrying out various protocol duties and invited participants to take part in a number of simulations depicting real-life situations in the field.
Participants gained an understanding of the application of seating arrangements, ceremonial procedures, and forms of respect in accordance with protocol regulations. In addition to receiving theoretical instruction, participants were also given the opportunity to directly practice protocol positioning, the seating arrangement for guests of honor, and how to handle various situations that may arise during official events. This learning method enabled participants to grasp the material more concretely while gaining practical experience relevant to the duties of a protocol officer.
In his presentation, the speaker explained that a protocol officer—including those in higher education settings must possess and master four key aspects: core skills, protocol ethics, a student protocol officer’s work ethic, and on-site conduct. These four aspects form the essential foundation for developing a protocol officer capable of performing duties professionally, with discipline, and adaptively in response to various conditions that arise during events.
The speaker also explained that, in general, the duties of a protocol officer encompass the arrangement of “living beings” and “inanimate objects.” In the context of arranging inanimate objects, participants were introduced to various regulations regarding national symbols as stipulated in Law No. 24 of 2009, including the use of the Garuda Pancasila National Emblem, the National Flag, the President’s photograph, and the Vice President’s photograph.
In addition, participants gained an understanding of the proper placement of national and organizational flags, as well as the use of the national anthem “Indonesia Raya” during official events in accordance with applicable regulations. Meanwhile, regarding the arrangement of “guests,” the speaker explained the classification of guests based on their rank and protocol priority, ranging from state officials and government representatives to community leaders. This understanding serves as the foundation for determining seating arrangements, protocols for showing respect, and welcoming procedures to ensure that events proceed in an orderly manner and in accordance with regulations.
In addition to theoretical aspects, participants were also equipped with various basic skills required of a protocol officer. The material covered mastery of the event agenda, understanding the flow of activities and venue layouts, determining seating arrangements for guests of honor, as well as the ability to communicate and coordinate with various parties involved in an event. Participants also took part in a simulation of guest seating based on position priority and practiced handling various situations that might arise during the event.
The participants’ enthusiasm was particularly evident when the session continued with a question-and-answer session, simulations, and an interactive quiz. Participants were given the opportunity to test their understanding while also asking various questions based on experiences and situations they might face as student protocol officers.
As a token of appreciation, the speakers presented prizes to participants who successfully answered questions and demonstrated the best understanding throughout the session. This interaction fostered a communicative, dynamic, and enjoyable learning atmosphere.
The series of activities then continued with an interactive evaluation using the Quizizz platform. This evaluation was conducted to measure the extent of the participants’ understanding of the protocol material presented during the event. The quiz took place with great enthusiasm. Participants competed to achieve the best results while re-testing their understanding of the various materials that had been presented.
As a form of recognition for the participants’ achievements and active participation, KPM UNIKOM presented special awards to those who achieved the highest scores in the evaluation. The entire KPM Visit and Sharing 2026 series concluded with a photo session featuring KPM UNIKOM members alongside officials from the Protocol Division of the West Java Provincial Secretariat. The Visit and Sharing 2026 event serves as a tangible manifestation of KPM UNIKOM’s commitment to developing student protocol personnel who are precise, responsive, principled, independent, and ethical. Through hands-on learning activities with practitioners, UNIKOM KPM members not only gained knowledge of protocol theory and regulations but also acquired practical experience that can be applied in various organizational activities and official events within the university setting. With the motto “Learn With Precision, Lead With Integrity,” KPM UNIKOM is expected to continue to grow as a platform for student development capable of producing a generation of protocol professionals who are professional, adaptable, and uphold high standards of work. (Directorate of Hms & Pro)
BANDUNG, UNIKOM — The Universitas Komputer Indonesia (UNIKOM) continues to develop innovative learning approaches to ensure that students not only master theory but are also able to apply their knowledge to address various real-world problems in society and the industrial sector. One such innovation was initiated by Dr. Agus Mulyana, S.Kom., M.T., a lecturer in the Computer Engineering Program at the Faculty of Engineering and Computer Science (FTIK) at UNIKOM, a graduate of the Doctoral Program in Computer Science at IPB University and the Valedictorian of the Doctoral Program with a GPA of 3.97 at the Phase III Commencement Ceremony for the 2025/2026 Academic Year at IPB University. Armed with his academic expertise and experience in the field of technology, Dr. Agus initiated the implementation of the Capstone Project as a model for end-of-semester evaluation and an alternative to the written Final Semester Exam (UAS) for students in the Computer Engineering Study Program, Faculty of Engineering and Computer Science (FTIK) at UNIKOM.
The culmination of the Capstone Project Final Exam took place on Monday, August 3, 2026, in Classroom 4507 on UNIKOM’s Campus I. This event marked the final stage of a project-based learning sequence that students had undertaken throughout the second semester of the 2025–2026 academic year. During the final presentation, each group had the opportunity to present the project they had developed before a panel of judges. The presentation served as a platform for students to explain the problem addressed, user needs, the innovations offered, the technological architecture, the prototype’s functionality, and the potential for future development of the solution.
After all groups delivered their presentations, the event continued with the judging process based on the established Capstone Project evaluation rubric. The evaluation was comprehensive, taking into account aspects such as the problem statement and user needs, user validation, innovation, the solution’s relevance to the problem, technical architecture, prototype functionality, UI/UX, security, business model, market potential, presentation skills, and the team’s ability to answer questions and execute the project.
The series of activities then concluded with the announcement of the results and the Capstone Project winners based on the cumulative scores from all assessment components. This mechanism provided students with the experience of not only producing a project but also professionally defending their ideas and developed products before the judges.
The Capstone Project is implemented in several courses taught by Dr. Agus Mulyana, S.Kom., M.T., namely Internet of Things (IoT) Technology, Android Mobile Programming, and Human-Computer Interaction (HCI). This learning model is designed to integrate the various materials students have studied into a single project that addresses real-world problems in the community or industry.
According to Dr. Agus, the increasingly rapid changes in the worlds of technology and industry require universities to develop more adaptive learning models. It is not enough for students to be equipped with theory and lab work alone; they also need experience in identifying problems, designing solutions, working in teams, and understanding career and professional paths after completing their education. “A capstone project is a mechanism for synthesizing course material through a mini-project approach based on actual social conditions in the local community or industry,” explained Dr. Agus.
Through this approach, students are not merely completing assignments to earn grades; rather, they are challenged to identify and understand real-world problems occurring around them. These problems are then formulated into a project that yields solutions grounded in the academic knowledge they have acquired.
In practice, students use two main approaches: design thinking and computational thinking. Both approaches are used to help students understand problems systematically, define user needs, and develop relevant and implementable solutions.
Interestingly, student groups in the Capstone Project are not formed like typical assignment groups. They are guided to build a mini-startup, so that each member has roles and responsibilities that mirror a company’s organizational structure. Students can take on roles such as CEO, CTO, CFO, or other positions based on the needs of the team and the project being developed.
This approach simultaneously builds three key foundations in the students’ learning process: mindset, skillset, and toolset. The mindset component is designed to cultivate a professional and entrepreneurial mindset among students. The skillset is developed through interdisciplinary competencies, including an understanding of social, economic, and technological aspects, as well as the application of artificial intelligence to solve problems. Meanwhile, the toolset emphasizes mastery of various cutting-edge tools and technologies relevant to industry needs.
This semester, nine teams are developing technological solutions addressing a diverse range of challenges. The AlteraSight team is developing an IoT monitoring solution for safety and the environment, while AQUALYZE focuses on smart aquaculture water monitoring. The EduAir team is developing a solution for healthy learning-space air monitoring, and hirup.id is creating connected safety solutions for better living.
Furthermore, LadangKu Smart Farming presents a precision farming solution for a better future. The NADIMAX team focuses on smart health performance monitoring, while the Pantau Banjir Group is developing a system for early flood detection and faster response. VeloCity Bandung is exploring the theme of smart mobility for efficient activities, and VitaCheck is developing a digital health check solution for the future.
This diversity of themes demonstrates that the Capstone Project provides students with the opportunity to apply their technological competencies to a wide range of real-world issues, ranging from agriculture, health, the environment, education, safety, disaster mitigation, to urban mobility. Additionally, the Capstone Project’s grading system is structured in a measurable way, with a total weight of 100 percent. The assessed aspects include Problem, SDGs & User Needs (8 percent), User Validation & Evidence (8 percent), Innovation & Differentiation (10 percent), and Solution–Problem Fit (8 percent). The assessment also covers Technical Architecture (10 percent) and Prototype Functionality & Demo (12 percent).
In addition to technical skills and innovation, students are evaluated on UI/UX & Accessibility (7 percent), Security, Reliability & Ethics (7 percent), Business Model & Sustainability (8 percent), and Market Potential & Scalability (7 percent). The ability to convey ideas through Pitch Delivery & Storytelling accounts for 7 percent, while Q&A, Team Capability & Execution account for 8 percent. This set of criteria demonstrates that students are not only required to create a functional product but must also be able to understand user needs, conduct validation, demonstrate the novelty of their solution, consider security and ethics, design a sustainable business model, assess market potential, and defend their ideas before the judges.
Based on the evaluation results, LadangKu Smart Farming secured first place with a score of 86.40, followed by VeloCity Bandung in second place with a score of 85.00, and NADIMAX in third place with a score of 84.80. These three teams demonstrated the best performance based on all the evaluation criteria established for the Capstone Project.
According to Dr. Agus, these evaluation results do not merely reflect students’ ability to produce a product but also serve as part of a process to measure the development of students’ competencies more comprehensively. The learning process is designed so that students experience a progression from not knowing to knowing, from knowing to understanding, and ultimately to becoming skilled. “It is this learning journey that is measured. From not knowing to knowing, from knowing to understanding, and from understanding to becoming skilled,” explained Dr. Agus.\
This evaluation model also positions collaboration skills as a crucial component of learning outcomes. Students are trained to develop communication, coordination, leadership, managerial skills, administrative skills, and social interaction within a team. These competencies are considered essential because the professional world demands the ability to work collaboratively and not rely solely on individual abilities. Furthermore, the Capstone Project is expected to become part of students’ portfolios. Each project developed is not viewed merely as a course assignment but can serve as a record of competencies demonstrating students’ ability to identify problems, design solutions, build products, work in teams, and present ideas professionally.
Dr. Agus also emphasized that learning objectives are not merely about measuring students’ ability to answer written questions. Student development must be viewed more holistically through cognitive, affective, and psychomotor aspects. Therefore, the Capstone Project serves as an alternative assessment method that provides students with a broader platform to demonstrate their potential and competencies. Moving forward, Dr. Agus hopes this learning model can continue to be developed by involving more industry practitioners, relevant agencies, and parties with the potential to support student project development. It is hoped that this involvement will not stop at the evaluation process but will open opportunities for the best projects to receive mentoring, incubation, and even funding, thereby potentially growing into actual startups.
The Final UAS Capstone Project held in Classroom 4507 at UNIKOM’s Campus I serves as a testament that the learning process can be transformed into a more contextual, competitive, and problem-solving-oriented experience. Through presentations, judging, and the announcement of winners, students gain an experience that closely mirrors professional processes in presenting and defending an innovation.
Through the Capstone Project, the final exam is no longer merely the final stage for measuring the ability to answer questions, but rather a platform for demonstrating students’ competencies, creativity, collaboration, and readiness to face the real world. From the nine teams with diverse ideas and solutions, it is hoped that innovations will emerge that do not stop in the classroom but can continue to be developed into solutions that benefit society and the industrial world. (Directorate of Hms & Pro)
BANDUNG, UNIKOM — Students from the Universitas Komputer Indonesia (UNIKOM) have once again achieved a proud accomplishment through the Pencak Silat Student Activity Unit (UKM). Two UNIKOM athletes successfully demonstrated their best abilities at the 2026 Yogyakarta Championship 7 National Pencak Silat Competition, which took place from Tuesday through Thursday, June 30–July 2, 2026, at the Sportorium of Muhammadiyah University of Yogyakarta (UMY). This championship is one of the national-level pencak silat events that brings together athletes from various regions across Indonesia. Participants came from various silat schools, educational institutions, and independent athletes who competed to showcase their best abilities and achieve success at the national level.
In the competition, Naila Hasna Huwaida, a student in the English Literature program, competed in the Women’s Empty-Handed Solo Art category. Meanwhile, Muhammad Zhafran Tahsin Talaohu, a student in the Architecture Engineering program, won a bronze medal in the Men’s Empty-Handed Solo Art category. These achievements were also the result of an intensive preparation process undertaken by the athletes. For approximately one and a half months, all team members followed a training program that included both technical and physical training. During technical training, the athletes honed various pencak silat movements such as throws, locks, and kicks tailored to the latest 2025 IPSI regulations.
Meanwhile, physical training focused on improving muscle strength, agility, and endurance. One of the methods used was the beep test to measure the athletes’ ability to maintain running intensity until reaching a certain level. These preparations were carried out so that the athletes could face the pressure and intensity of the competition in optimal physical and mental condition.
According to the Advisor of the UNIKOM Pencak Silat Club, Dr. Ony Widilestariningtyas, S.E., M.Si., Ak., CA., it is hoped that these achievements will not only be a momentary success but will also serve as a source of motivation for all members to continue improving their skills and achieve even greater success in future competitions. It is also hoped that the athletes’ achievements will further bring honor to the UNIKOM Pencak Silat Club and UNIKOM itself in various national and international pencak silat events.
Meanwhile, the Chairperson of the UNIKOM Pencak Silat Club, Najwa, also expressed her pride in the achievements attained by her fellow athletes, including her own individual results. According to her, these results are the fruit of the hard work, dedication, and long process they have gone through together. “All the hard work, dedication, and the long process we’ve gone through so far have finally yielded very satisfying results,” said Najwa.
Despite their success, Najwa noted that there are still several areas that need to be evaluated and improved. Improvements will be made, particularly in terms of physical conditioning and technical mastery, as part of preparations for the next competition. “We realize there are still several aspects that need to be evaluated and improved to enhance our performance in future competitions. Moving forward, we hope to compete at an even higher level and achieve even more outstanding accomplishments to bring honor to UNIKOM,” she explained.
The 2026 Yogyakarta Championship 7 took place in a spirit of sportsmanship and featured various age categories, ranging from Early Childhood, Pre-Teen, Teen, to Adult/College Student. Competition categories included TGR Art, Creative Solo, and Performance Competition, in both Under and Open classes.
In addition to competing for gold, silver, and bronze medals, the championship also awarded Overall Champion I, II, and III titles for each age category. The winners received trophies, certificates, and cash prizes. Meanwhile, the Best Male and Female Competitive Silat Athlete awards were given to the athletes with the best performances in each age category. The achievements of Naila Hasna Huwaida and Muhammad Zhafran Tahsin Talaohu prove that hard work, discipline, and focused training can enable UNIKOM students to compete at the national level. These achievements also serve as motivation for the entire UNIKOM Pencak Silat Club community to continue developing athletes’ potential, improving performance, and bringing honor to their alma mater in future competitions. (Directorate of Hms & Pro)
BANDUNG, UNIKOM — Sunday, August 23, 2026, the Chair of APTISI West Java, who is also the Vice Chair for Technology and Innovation at APTISI Headquarters and the Rector of the Universitas Komputer Indonesia (UNIKOM), Prof. 3 Prof. HC. Dr. Ir. Eddy Soeryanto Soegoto, M.T., attended the First National Working Meeting (Rakernas) of the Association of Indonesian Private Universities (APTISI) in 2026. Held in the Ballroom of the Grand Mercure Lampung Hotel, his attendance was part of UNIKOM’s commitment to strengthening networks and collaboration among higher education stakeholders while promoting the contribution of universities to national development.
The 2026 APTISI First National Working Meeting was attended by approximately 500 participants from 34 provinces across Indonesia. This national forum served as a strategic platform for leaders of private universities to exchange ideas, voice their aspirations, and discuss various critical issues related to strengthening higher education, expanding access to education, developing human resources, university governance, and enhancing the contribution of campuses to society and regional development.
One of the highlights of the APTISI 2026 First National Working Conference was the presentation of the APTISI National Leadership School Mentor Pin to the Chair of APTISI West Java and Rector of UNIKOM, Prof. 3 Prof. HC. Dr. Ir. Eddy Soeryanto Soegoto, MT, by the Minister of Higher Education, Science, and Technology (Mendiktisaintek), Prof. Brian Yuliarto, Ph.D. The pin presentation symbolizes trust and marks Prof. Eddy’s role as one of the mentors in the APTISI National Leadership School.
A similar honor was also bestowed upon a number of private university (PTS) leaders from various regions across Indonesia who have been entrusted to serve as mentors in the program. According to the list of participants, the mentors come from various universities with a proven track record in the development of higher education, including leaders of private universities such as the Universitas Komputer Indonesia (UNIKOM), Bina Nusantara University (BINUS), Esa Unggul University, Mercu Buana University, Multimedia Nusantara University (UMN), Borobudur University, the National Institute of Technology (ITENAS) Bandung, and several other universities.
This trust marks an important milestone for UNIKOM in contributing to the strengthening of leadership capacity within the private higher education sector. Through their role as mentors, it is hoped that their experience, insights, and best practices in university management will be shared and become an integral part of the development process for future higher education leaders who are adaptable, visionary, and capable of addressing the challenges of our time.
During the National Working Meeting, Minister of Education, Research, Technology, and Higher Education Prof. Brian Yuliarto, Ph.D., emphasized the importance of synergy between the government and private universities in strengthening the higher education ecosystem in Indonesia. According to him, various inputs from private university leaders serve as important material for the government to review and follow up on in accordance with applicable regulations. “We will process them. Please submit any input in writing so that it can be reviewed and acted upon.” He further stated that one of the key issues discussed during the dialogue was expanding access to higher education. The government continues to refine the implementation of the Kartu Indonesia Pintar (KIP) Kuliah program by taking into account the conditions and needs of the community. In this context, local governments can also provide scholarship support to students at private universities. “Local governments are allowed to provide assistance to private universities, such as scholarships. That is already permitted,” he said.
In addition to access to education, human resource development was a key part of the National Working Meeting’s discussions. The Ministry of Education, Culture, Research, and Technology also highlighted opportunities to leverage academic experience and expertise to support the strengthening of private universities through knowledge transfer. “To facilitate knowledge transfer, we need to optimize the performance of these capable and talented individuals to support the strengthening of private universities,” concluded Prof. Brian.
Meanwhile, the Chairman of APTISI, Dr. Ir. H. M. Budi Djatmiko, M.Si., MEI., emphasized that universities need to go beyond the mere function of education and be able to provide broader benefits to society. “Golden Indonesia will not emerge from campuses that merely succeed in teaching; it will emerge from campuses capable of transforming knowledge into empowerment,” stated Dr. Budi.
This spirit aligns with the direction of “Impactful Higher Education,” which encourages higher education institutions to deliver tangible benefits through education, research, innovation, talent development, and direct contributions to resolving various societal issues.
The First APTISI National Working Meeting 2026 also served as a momentum to strengthen the APTISI organization at the regional level. On this occasion, the Governor of Lampung was appointed to the APTISI Advisory Board for Lampung Province, while Dr. Ir. H. Firmansyah Alfian, M.BA., M.Sc., was inaugurated as Chair of APTISI Lampung Province for the 2026–2031 term. The event was also attended by Member of the Indonesian House of Representatives Rycko Menoza, M.B.A.; the President’s Special Envoy for Tourism Zita Anjani, S.Sos., M.Sc.; Commander of Military Region XXI Raden Inten Brigadier General TNI Andrian Susanto, S.I.P., M.Han., M.I.Pol.; and a number of other stakeholders.
For UNIKOM, the Rector’s participation in the 1st APTISI National Working Meeting 2026, along with the trust placed in UNIKOM to serve as a Mentor for the APTISI National Leadership School, marks a strategic milestone to expand UNIKOM’s contribution to the development of leadership in private higher education institutions across Indonesia. The presentation of the Mentor Pin by the Minister of Education, Culture, Research, and Technology, Prof. Brian Yuliarto, Ph.D., symbolizes both synergy and trust in UNIKOM’s role in fostering higher education leadership that is integrity-driven, adaptive, innovative, and impact-oriented.
Through this milestone, UNIKOM continues to reaffirm its commitment to not only being an educational institution that excels in the development of science and technology but also to playing an active role in building a collaborative and competitive Indonesian higher education ecosystem that provides tangible benefits to society and national development. (Directorate of Hms & Pro)
BANDUNG, UNIKOM — In celebration of its 26th anniversary, Universitas Komputer Indonesia (UNIKOM) continues to reinforce its commitment to providing higher education that adapts to technological advancements and future needs. This commitment was realized through a workshop titled “26 Years of UNIKOM: Reimagining Curriculum for the Artificial Intelligence Era Producing World-Class Digital Leaders through a Future-Ready Curriculum,” held on Wednesday, August 12, 2026, at the UNIKOM 17th-Floor Auditorium.
Initiated by the Vice Rector for Academic and Student Affairs in collaboration with the UNIKOM Ad Hoc Curriculum Team, the workshop was specifically designed to deepen the academic community’s understanding of the philosophy, urgency, implementation, and evaluation of Outcome-Based Education (OBE) as a crucial foundation for higher education curriculum development. The participation of university leadership, study program administrators, and faculty members underscored that curriculum transformation is a shared responsibility and a vital component of UNIKOM’s academic development strategy in the era of Artificial Intelligence (AI).
Attendees included the Vice Rector for Academic and Student Affairs, Prof. Dr. Hj. Umi Narimawati, Dra., S.E., M.Si.; the Vice Rector for Resources, Assoc. Prof. Dr. Agus Riyanto, S.T., M.T., CSBA; the Vice Rector for Research, Innovation, and Accreditation, Assoc. Prof. Dr. Ir. Herman S. Soegoto, MBA; the Vice Rector for Digital Technology & ICT, International Programs, and Center of Excellence, Prof. Zainal A. Hasibuan, Ph.D.; and Deputy Vice Rector IV, Adam Mukharil Bachtiar, S.Kom., M.T., Ph.D. They were joined by deans, heads of study programs, and the broader UNIKOM faculty.
UNIKOM’s Vice Rector for Academic and Student Affairs, Prof. Dr. Hj. Umi Narimawati, emphasized that the workshop is part of UNIKOM’s strategic initiative to foster a shared mindset among the academic community regarding the implementation of the OBE curriculum. She noted that the curriculum holds a fundamental position in education, serving as the blueprint for how the learning process is conducted and how student competencies are shaped.
“The curriculum is the heart of education. It is through the curriculum that we communicate our strengths and areas of excellence to the public. Therefore, how it is designed and presented is a shared responsibility among leadership, faculty members, and the entire academic community,” stated Prof. Umi.
She explained that curriculum development and refinement have traditionally been carried out at the study program level before being brought to the faculty level for input and approval. Feedback from various stakeholders also plays a crucial role in ensuring the resulting curriculum remains relevant to the needs of society, the workforce, and advancements in science and technology.
Furthermore, Prof. Umi highlighted the rise of Artificial Intelligence (AI), which is currently driving major changes across the educational landscape. She noted that the integration of AI is inevitable, requiring the academic community—particularly faculty members—to be prepared to adapt and utilize it appropriately within the educational process.
“We are in the digital era. Like it or not, we must face it. The key is not merely using AI, but how faculty members can anticipate and guide its use so that students’ critical thinking and creativity continue to flourish,” she explained.
According to Prof. Umi, the use of AI should not diminish the role of the lecturer or the students’ independent thinking abilities. Instead, this technology must be positioned as part of a learning ecosystem that helps students develop critical thinking, creativity, adaptability, and collaborative skills while fostering responsible technology use.
This step reinforces UNIKOM’s commitment to realizing an “AI-Ready Campus”—an environment where human resources, learning processes, curricula, and the academic ecosystem are prepared to navigate the evolution of artificial intelligence. This readiness focuses not only on technological mastery but also on the academic community’s ability to utilize AI wisely, productively, and ethically to enhance the quality of education.
Thus, the curriculum transformation undertaken by UNIKOM extends far beyond the mere updating of academic documents. The curriculum is designed to serve as an instrument for building an educational ecosystem that bridges academic competence, technological mastery, innovation, entrepreneurship, and the needs of the professional world.
Prof. Umi added that after gaining a firm understanding of the OBE concept, lecturers and study program managers will continue refining the draft curriculum. The curriculum will then be evaluated using feedback from external stakeholders to ensure its relevance to industry needs and technological developments.
“After this foundational concept is provided, the lecturers will enter a development session to refine the prepared curriculum. In the next stage, we will invite external parties to provide input,” she stated.
Prof. Umi hopes this process will produce a curriculum capable of addressing the challenges of the digital era while supporting UNIKOM’s vision of producing globally competitive graduates. She emphasized that, moving forward, all UNIKOM curricula will be directed toward implementing OBE principles. “There should be no curriculum at UNIKOM that does not implement OBE principles. We want this curriculum to produce world-class digital leaders,” she concluded.
Transitioning to the main agenda, the talk show session featured Prof. Umi Narimawati and Prof. Zainal A. Hasibuan, and was moderated by Deputy Vice Rector IV, Adam Mukharil Bachtiar. In his introduction, Dr. Adam explained that the curriculum discussion was closely tied to the AI transformation agenda currently being developed by UNIKOM.
“Our theme today is still related to AI. While we previously discussed AI in general, we are now moving on to how AI is positioned within the curriculum,” Adam stated.
He explained that the workshop series was designed so participants could not only understand the theoretical concepts of OBE but also see how these principles are applied in real-world curriculum development. The initial session focused on the philosophy behind OBE, including the mindset shift necessary to implement it consistently.
According to Adam, OBE cannot be viewed simply as a way to fulfill academic administrative requirements. It requires a shift in educational design, encompassing everything from determining learning outcomes and structuring the learning process to selecting assessment methods and evaluating student competency.
“OBE isn’t just about administration. There are documents and evaluations, but the most important thing is mindset. If our mindset still relies on the old curriculum, we will struggle to truly implement OBE,” he explained.
He noted that the event was divided into several focused sessions. Following the morning explanation of OBE philosophy and evaluation, the afternoon featured parallel sessions for study program managers and lecturers.
Heads and coordinators of study programs gathered in Room 7.010 to discuss the readiness and development of the OBE-based curriculum, assessing how closely their drafts adhered to OBE principles. Meanwhile, lecturers remained in the 17th-Floor Auditorium to discuss implementing OBE in the classroom. The lecturers’ session also explored how OBE principles can adapt to a changing educational ecosystem, including the development of hybrid learning and the use of AI in teaching.
This division of sessions ensured that curriculum transformation was addressed from all angles from management and development at the program level to concrete implementation in student learning experiences. The OBE approach serves as a crucial foundation because it places learning outcomes at the center of education, ensuring that targeted competencies are not only taught but are truly achievable and measurable. Through the momentum of its 26th anniversary, UNIKOM reaffirmed its commitment to continuous educational innovation. Strengthening the OBE-based curriculum, preparing for the AI era, and developing robust digital and entrepreneurial ecosystems are integral to UNIKOM’s journey toward building a higher education institution that remains relevant to the times. Through this workshop, UNIKOM continues its mission to create an adaptive, future-ready curriculum that embraces AI advancements, supports an “AI-Ready Campus,” aligns with its vision as a Digital Entrepreneurial University, and consistently produces world-class digital leaders. (Directorate of Hms & Pro).
