BANDUNG, UNIKOM — As they enter the program’s implementation phase across various service areas in Coblong Subdistrict, Bandung City, student participants in the 2026 Impact-Driven Community Service Program (KKN) at the Universitas Komputer Indonesia (UNIKOM) attended the second technical training session held on Wednesday, September 9, 2026. Held in the 4th-floor auditorium of UNIKOM Campus I, the event was part of an effort to strengthen the students’ readiness to implement various digital systems that will be utilized by the community and field staff.
The Bimtek was attended by students participating in the 2026 UNIKOM Impact-Oriented KKN, who have now been assigned to their respective service areas and have begun carrying out their work programs alongside the community. The session was led by the Deputy Executive Chair of the UNIKOM 2026 Impact-Driven Community Service Program, Dr. Agus Mulyana, S.Kom., M.T., who provided training on the implementation of information systems that support the execution of community service programs.
According to Dr. Agus, this second training session is a continuation of the previous one. While the first training session focused on operating the system to support student activities during the KKN, the second session was geared toward developing students’ ability to introduce and implement the system that will be used by the community. “Today, we are holding the second training session for our students on how to implement the application we have prepared for the community as well as for field staff,” said Dr. Agus.
Previously, the students had received training on using the system that supports all stages of the KKN program, from planning, implementation, monitoring, and assessment to evaluation. The system also enables various student activities to be digitally documented and integrated.
Through the use of technology, the students’ presence at their service locations can be monitored more effectively, including participant data collection, geofencing-based placement, and the recording of daily activities, permits, and various other field conditions.
A similar sentiment was expressed by the Head of the Guidance, Counseling, Graduate Careers, and Alumni Division (BKKLA), Dr. Nungki Heriyati, S.S., M.A., who serves as a member of UNIKOM’s Impactful KKN Task Force and as a Field Supervisor (DPL). According to her, all student groups have developed work plans in collaboration with their DPLs and have begun carrying out various activities in their respective areas. “The students have been assigned to their respective positions and have begun implementing the work plans that were developed. Each group has submitted its work plan to the DPL, received approval, and has also entered the information into the system,” explained Dr. Nungki.
Dr. Nungki added that the digital system used in UNIKOM’s 2026 Impact-Driven Community Service Program (KKN Berdampak) enables a more structured monitoring process. Data on student activities recorded in the system can help the implementation team and Field Supervisors track the program’s progress on a regular basis.
By the seventh and eighth weeks of implementation, 32 student groups had been deployed to various regions and had begun adapting to their environments, identifying community needs, and carrying out the university’s work programs, proposed work programs, and ad hoc programs according to on-the-ground conditions.
Through the phased implementation of technical training workshops, UNIKOM continues to foster the development of a Community Service Program (KKN) model that adapts to technological advancements. The use of digital systems is expected not only to support the program’s effectiveness but also to strengthen the measurement of community service impact in a more quantifiable and sustainable manner. (Directorate of Hms & Pro)
Bandung, September 2026 — Universitas Komputer Indonesia (UNIKOM) has once again been selected as the place for the 13th Sejong Korean Language Assessment (SKA), in collaboration with King Sejong Institute Bandung 1 (KSI Bandung 1). This marks the third time the SKA has been held at UNIKOM and is part of an effort to provide access to Korean language proficiency assessments for learners in West Java.
The Sejong Korean Language Assessment (SKA) is a Korean language proficiency test administered by the Sejong Institute Foundation under the Ministry of Culture, Sports, and Tourism of the Republic of Korea. The SKA is designed to comprehensively assess Korean language communication skills across four language skills: listening, reading, writing, and speaking.
The 13th SKA at UNIKOM was held two days. On Saturday, September 5, 2026, participants took the listening, reading, and writing tests. Meanwhile, the speaking test was conducted online via Zoom in real time with the King Sejong Institute Foundation in Korea on Sunday, September 6, 2026. A total of 30 participants took part in this year’s examination.
In addition to serving as a platform for measuring Korean language proficiency, the SKA certificate can also be used as a supporting document for certain academic and professional purposes. The certificate may be used in the application process at several universities in South Korea and is considered by several Korean companies as part of their recruitment or selection processes, in accordance with each institution’s requirements.
The implementation of the SKA at UNIKOM is supported by a conducive campus environment and adequate facilities to ensure a smooth examination process. This support contributes to creating a comfortable atmosphere for participants throughout the SKA.
The implementation of the SKA is part of UNIKOM’s commitment to expanding international cooperation in the fields of language and culture. The collaboration with KSI Bandung 1 is expected to continue providing opportunities for Korean language learners in West Java to develop and assess their skills, while also supporting their preparation for further studies and career opportunities in South Korea.
BANDUNG, UNIKOM — The achievements of students at Universitas Komputer Indonesia (UNIKOM) have once again garnered attention. This time, Ghaitsa Amalia, a student in the Communication Studies Program, Faculty of Social and Political Sciences (FISIP) at UNIKOM and a UNIKOM Reading Ambassador for the 2025–2026 period, achieved a remarkable accomplishment in the field of literacy by winning second place in the West Bandung Regency Reading Ambassador Selection. This achievement also qualified Ghaitsa to represent West Bandung Regency in the West Java Provincial Reading Ambassador Selection.
This achievement further adds to the list of accomplishments by UNIKOM students, who continue to demonstrate their abilities and potential in various fields. In addition to excelling academically, UNIKOM students actively develop themselves through social activities, leadership, communication, creativity, and literacy. Specifically, in the West Bandung Regency Reading Ambassador Selection, Ghaitsa Amalia’s achievement marks the second consecutive year in which a UNIKOM student and Reading Ambassador has achieved this distinction. Previously, in 2025, Jihan Salsabila, a UNIKOM student and UNIKOM Reading Ambassador for the 2024–2025 period, also won second place in the West Bandung Regency Reading Ambassador Selection.
Ghaitsa was previously appointed as UNIKOM’s Reading Ambassador for the 2025–2026 period. This experience has provided her with valuable capital to contribute more broadly to the literacy movement and enhance UNIKOM’s reputation at the regional level. Winning second place in the West Bandung Regency Reading Ambassador Selection is an excellent achievement and demonstrates that UNIKOM students are capable of competing and achieving success beyond the campus environment.
In an interview, Director of UNIKOM Library Ubudiyah Setiawati, S.Sos., M.I.Kom., expressed her hopes for the role and presence of UNIKOM’s Reading Ambassadors. According to her, the presence of UNIKOM’s Reading Ambassadors has shown progress in supporting Gerakan Literasi Nasional (GLN), National Literacy Movement, and expanding the contribution of the literacy movement through the involvement of reading ambassadors at the West Java provincial, Bandung City, and Bandung Regency levels. In 2026, this effort will be carried forward by Ghaitsa Amalia, along with other UNIKOM Reading Ambassadors, to strengthen GLN. Through this program, UNIKOM remains committed to being actively involved in creating a meaningful impact and producing a generation with a strong culture of literacy.
The West Bandung Regency Reading Ambassador Selection was organized by Dinas Arsip dan Perpustakaan Kabupaten Bandung Barat in collaboration with the West Bandung Regency Reading Ambassadors Association. The event, held from June 20 to August 12, is an annual program aimed at increasing reading interest and promoting a culture of literacy within the community.
In an interview, Ghaitsa explained that the Reading Ambassador Selection focuses on literacy, reading interest, education, and community empowerment, particularly in fostering a reading culture in West Bandung Regency. According to her, Reading Ambassadors play a crucial role as representatives and motivators who can encourage the community, especially the younger generation, to become more familiar with books, information, and various literacy activities. “The main goal is to select young people who can become West Bandung Regency Reading Ambassadors, while also serving as driving forces and role models in increasing reading interest and a culture of literacy in the community,” Ghaitsa explained.
The West Bandung Regency Reading Ambassador Selection process involved several stages, beginning with participant registration, administrative screening, written tests, literacy activities, the selection of the Top 10 participants, briefings, and the grand finale.
In the final stage, participants were assessed based on various aspects, including knowledge, creativity, communication skills, and literacy-related ideas and programs. Based on the judges’ assessments, the two best participants were selected to represent West Bandung Regency in the West Java Provincial Reading Ambassador Selection. “I won second place, giving me the opportunity to represent West Bandung Regency in the West Java Reading Ambassador competition,” said Ghaitsa.
As a Communication Studies student and UNIKOM Reading Ambassador, Ghaitsa views literacy as an increasingly important issue amid technological developments and the rapid flow of digital information. She believes that community literacy is not only related to reading activities but also encompasses the ability to select, understand, and use information wisely. “Reading Ambassadors can serve as both representatives and motivators, encouraging the community to become more engaged with books, information, and various literacy activities,” she said.
Ghaitsa’s readiness and skills in participating in the event are also inseparable from the coaching and development process she underwent through her active organizational involvement at UNIKOM. Ghaitsa’s experience as a member of Korps Protokoler Mahasiswa (KPM) under the Protocol Division of the Directorate of Public Relations and Protocol provided a valuable learning experience that strengthened her communication skills, self-confidence, discipline, leadership, and ability to interact and conduct herself appropriately in various situations. These experiences became valuable assets for Ghaitsa throughout each stage of the West Bandung Regency Reading Ambassador Selection, from the selection process to presenting her ideas and literacy programs to the panel of judges.
This achievement would not have been possible without the process, hard work, and support of various parties who consistently provided Ghaitsa with motivation and guidance. This support came from her parents, family, supervisors and mentors, the UNIKOM academic community, and various other parties who provided guidance and encouragement throughout the process. For Ghaitsa, this achievement is not only a personal accomplishment but also the result of the collaboration and support of those around her, who continue to encourage her to develop, compete, and make positive contributions to the field of literacy. This success also motivates other students to seize opportunities, develop their potential, and excel in various fields. Therefore, UNIKOM continues to encourage its students not only to excel academically but also to actively contribute, compete, and make a positive impact on society. Ghaitsa Amalia’s achievement is one representation of this spirit, as UNIKOM students continue to move forward, achieve success, and uphold the good name of their alma mater. (Directorate of Hms & Pro)
BANDUNG, UNIKOM — To strengthen the direction of higher education development in the era of Artificial Intelligence (AI), Postgraduate Universitas Komputer Indonesia (UNIKOM) held a Workshop on the Socialization of Vision, Mission, Goals, and Objectives (VMTS) on Friday, August 14, 2026, at the Hybrid Classroom, 12th Floor, UNIKOM Smart Building. Carrying the theme “Challenges in Accelerating VMTS in the Artificial Intelligence Era,” the workshop was part of the process of aligning the VMTS of the University, Postgraduate, and Study Programs within the Postgraduate UNIKOM. The forum also served as a platform to bring together the academic community and external stakeholders to obtain input for the development of education, research, and community service.
The workshop was attended by UNIKOM leaders, including Vice Rector I for Academic and Student Affairs, Prof. Umi Narimawati, S.E., M.Si.; Vice Rector II for Resources, Assoc. Prof. Dr. Agus Riyanto, S.T., M.T., CSBA.; Vice Rector III for Research, Innovation, and Accreditation, Assoc. Prof. Dr. H. Herman S. Soegoto, M.B.A.; and Deputy Vice Rector IV, Adam Mukharil Bachtiar, S.Kom., M.T., Ph.D. Also in attendance were the Dean of the Postgraduate, Heads of Study Programs, lecturers, education personnel, and students within the UNIKOM Postgraduate, as well as partners from industry, business, higher education institutions, professional associations, alumni, and various related institutions.
The Workshop Organizing Committee Chair and Head of the Doctoral Study Program in Information Systems, Assoc. Prof. Dr. Agus Nursikuwagus, S.T., M.T., M.M., explained in his report that the workshop represented the finalization stage of the work carried out by the Dean and the Heads of Doctoral and Master’s Study Programs within the Postgraduate. The process had been conducted through an extensive series of discussions and several faculty meetings. He further explained that the process of aligning the VMTS could not be separated from UNIKOM’s development direction, which increasingly takes into account advancements in AI technology.
In line with this, the Dean of the UNIKOM Postgraduate, Assoc. Prof. Dr. Rahma Wahdiniwaty, Dra., M.Si., explained in her remarks that the workshop served as an important momentum to ensure continuity among the VMTS of the University, Postgraduate, and Study Programs.
“As UNIKOM is making changes to its Vision, Mission, Goals, and Objectives (VMTS), the Postgraduate is also developing its own Vision, Mission, Goals, and Objectives, which will subsequently serve as the basis for the Study Programs in developing their respective VMTS. This will establish alignment among the Vision, Mission, Goals, and Objectives of the University, Faculty, and Study Programs within the Postgraduate UNIKOM,” she explained.
According to her, the alignment process was conducted in two stages. The first stage consisted of a presentation of the University’s and Postgraduate’s VMTS, while the next stage continued through parallel sessions held by each Study Program.
Furthermore, Assoc. Prof. Dr. Rahma stated that six Study Programs within the Postgraduate were involved in the process: the Doctoral Study Program in Management Science, Doctoral Study Program in Information Systems, Master’s Study Program in Management, Master’s Study Program in Design, Master’s Study Program in Information Systems, and Master’s Study Program in Communication Science.
She also explained that external stakeholders were deliberately invited to ensure that the VMTS being developed could be aligned with current needs.
“We deliberately invited stakeholders so that the VMTS that has been developed can be adjusted to existing needs. The internal participation in the workshop included university leaders, lecturers and education personnel within the Postgraduate, as well as students. Meanwhile, the external stakeholders participating in the workshop came from industry and business sectors, partner universities, alumni, and professional associations,” she said.
She also expressed her hope that collaboration with partners could continue to be expanded through various activities, including guest lectures, visiting lecturers, research collaborations, research support, and community service programs.
Meanwhile, Vice Rector I for Academic and Student Affairs of UNIKOM, Prof. Dr. Hj. Umi Narimawati, Dra., S.E., M.Si., representing UNIKOM Rector Prof. 3 Prof. HC. Dr. Ir. Eddy Soeryanto Soegoto, M.T., in her opening remarks emphasized the importance of all Faculties and Study Programs adapting to changes in the University’s vision, which incorporates AI and digital competencies.
Prof. Umi explained that changes to the University-level vision must automatically be translated into the development direction of Faculties and Study Programs.
“All Faculties and all Study Programs must work toward the University’s Vision, Mission, Goals, and Objectives, which incorporate AI and digital elements,” Prof. Umi stated.
According to Prof. Umi, the involvement of various stakeholders in the workshop was important because their input would become part of the process of developing education and curricula. She also stated that UNIKOM had previously begun incorporating AI and digital competencies into curriculum development.
Furthermore, the VMTS of the Postgraduate would be adopted and translated into action by the Study Programs within the Postgraduate.
“Ultimately, where does it lead? To the curriculum. Everything must refer to the Vision, Mission, and Goals so that the Postgraduate profile established by the Postgraduate Study Programs can be achieved,” she emphasized.
Thus, the VMTS alignment process does not stop at the preparation of strategic documents but is directed toward implementation through curricula and the achievement of relevant graduate profiles.
One of the key agendas of the workshop was the signing of cooperation agreements between Faculties and Study Programs within the UNIKOM Graduate School and their partners. The agreements took the form of Memoranda of Understanding (MoUs) between the Graduate School and its partners, as well as Memoranda of Agreement (MoAs) between Study Programs and their respective partners. The collaborations involved several Doctoral and Master’s Study Programs, including the Doctoral Study Program in Information Systems, Doctoral Study Program in Management Science, Master’s Study Program in Management, Master’s Study Program in Design, and Master’s Study Program in Communication Science.
The Vice Chair of the Organizing Committee and Person in Charge of the workshop, as well as Head of the Master’s Study Program in Communication Science at UNIKOM, Assoc. Prof. Dr. Desayu Eka Surya, M.Si., CICS., stated that 15 partners signed MoUs with the Graduate School and MoAs with Study Programs within the Graduate School. The partners included PT 4nesia Digital Solution, PT Metro Smart Technology, Perkumpulan Keamanan dan Keselamatan Indonesia (KAMSELINDO), YARSI Hospital, PT Dekatama Centra, Institut Agama Islam As-Syifa, Perumda Air Minum Tirta Patriot, PT Tajir Berkah Sinergi, PT Sanggar Indah Group, Aliansi Fakultas Ekonomi dan Bisnis Swasta Indonesia, PT Primega Saniyya Lestari, Java Robotika Teknologi, CV Jamise Kreativa Indonesia, PT Mutiara Packaging, TVRI Bandung, Janavalla Hotel Bandung, PT Mozza Travel, and the Journal of Social Media and Message, Universitas Islam Riau.
The implementation of the cooperation agreements also involved partners participating online. One of them was PT Tajir Berkah Sinergi, which conducted the signing of its MoU and MoA online.
The series of activities continued with a presentation of the VMTS of the UNIKOM Postgraduate and external perspectives. The presentation was delivered by the Dean of the Postgraduate UNIKOM, Assoc. Prof. Dr. Rahma Wahdiniwaty, Dra., M.Si., together with external speakers. The discussion served as an important part of the workshop, as developments in Artificial Intelligence are bringing increasingly broad changes to education, research, competency requirements, and relationships between higher education institutions, industry, and society.
To conclude the first session of the workshop, all participants and UNIKOM leaders took a group photograph on the 15th Floor of the UNIKOM Smart Building. The session was also attended by UNIKOM Rector, Prof. 3 Prof. HC. Dr. H. Ir. Eddy Soeryanto Soegoto, M.T.
The second session was held after the Ishoma break and consisted of parallel sessions attended by the six Study Programs within the Postgraduate UNIKOM. The six Study Programs were the Doctoral Study Program in Management Science, Doctoral Study Program in Information Systems, Master’s Study Program in Management, Master’s Study Program in Design, Master’s Study Program in Information Systems, and Master’s Study Program in Communication Science.
Through the workshop series, the Postgraduate UNIKOM reaffirmed the importance of aligning its Vision, Mission, Goals, and Objectives with the challenges posed by technological transformation. Strengthening collaboration with partners and engaging various stakeholders are expected to become strategic steps in supporting the development of higher education that is adaptive to changes in the Artificial Intelligence era. The process is aimed at producing adaptive curricula, relevant graduate profiles, more collaborative research, and higher education that delivers a tangible impact on society. (Directorate of Hms & Pro)
BANDUNG, UNIKOM — The Universitas Komputer Indonesia (UNIKOM) continues to strengthen its commitment to preparing graduates who can adapt to technological advancements and industry needs through its Digital Business Program. Under the Faculty of Engineering and Computer Science (FTIK), UNIKOM’s Digital Business Program adopts an interdisciplinary approach that integrates management, marketing, information systems, computer science, data analytics, and digital entrepreneurship.
UNIKOM Vice Rector III for Research, Innovation, and Accreditation, who also serves as Dean of FTIK, Assoc. Prof. Dr. Ir. Herman S. Soegoto, MBA, explained that the establishment of the Digital Business Program was driven by the need for human resources who not only understand business and management concepts but are also capable of applying digital technology in practice. “Our goal is to educate students to become professionals who understand management principles as well as digital concepts. We integrate management, marketing, digital consumer behavior, data analytics, and information systems into a cohesive whole that students need to build their future careers,” he stated.
According to him, these characteristics set UNIKOM Digital Business program apart from similar programs. Because it is housed within the Faculty of Information and Communication Technology (FTIK), students gain a strong foundation in technology alongside a solid understanding of business and marketing. The curriculum is also designed to foster digital technology-based entrepreneurial skills, ensuring students are not only prepared to enter the workforce but also have the capacity to create business opportunities.
A Four-Year Curriculum: From Fundamentals to Business Projects
Meanwhile, the Chair of UNIKOM’s Digital Business Program, Bella Hardiyana, S.Kom, M.Kom., Ph.D., explained that the Digital Business bachelor’s program is designed to be completed over four years or eight semesters with a systematic learning progression.
In the first year, students acquire a foundational understanding of business, management, technology, and related fields. This approach allows students from diverse educational backgrounds to participate in the program without needing prior knowledge in management, business, or programming.
In the second year, students focus on strengthening their core competencies in Digital Business. Then, in the third year, students have the opportunity to broaden their experience through the Merdeka Belajar Kampus Merdeka (MBKM) program, including internships and interdisciplinary learning across programs and universities. “The door to business can open from anywhere. That’s why students are given the opportunity to study in other programs or at other universities through the MBKM program,” explained Bella.
Meanwhile, the fourth year focuses on developing digital business projects and completing the thesis. With this design, students are guided to produce work and gain practical experience relevant to the field they will pursue after graduation.
AI as a Learning Partner and Business Catalyst
As part of UNIKOM’s efforts to develop an “AI Ready” ecosystem, the application of artificial intelligence (AI) has become a key component in Digital Business education. Additionally, Assoc. Prof. Dr. Ir. Herman emphasized that AI has been integrated into curriculum development and the enhancement of various courses. AI is not merely positioned as course material but also as a tool that students can utilize in their professional and entrepreneurial activities.
In line with this, Bella, Ph.D., explained that students will be introduced to the application of AI through various areas of study, including Machine Learning, Business Intelligence, and AI for Business. “In the Digital Business program, AI is a friend. We are not at odds with AI. AI is our partner. We want students to be able to utilize AI as an assistant in running a business,” she explained. This approach is expected to enable students not only to understand AI technology conceptually but also to use it to analyze data, understand consumers, improve efficiency, develop marketing strategies, and support business decision-making.
Enhanced by Practicums, Internships, and Certifications
To ensure that students’ competencies extend beyond theory, UNIKOM’s Digital Business Program incorporates practicums and hands-on implementation as integral parts of the learning process. Students are encouraged to transform the knowledge gained in the classroom into products, projects, or business models that can be developed in the real world.
In addition, students have the opportunity to participate in internship programs through the MBKM initiative and enhance their competencies through various collaborations developed by UNIKOM. Support from partnerships with companies such as Google, Cisco, and BNSP also opens opportunities for students to obtain certifications that strengthen their readiness to enter the professional world.
Collaborations with the industry and these various partners continue to be developed to provide experiences that are increasingly relevant to the needs of the job market and technological advancements.
Targeting Professional Graduates Who Are Also Digital Entrepreneurs
UNIKOM’s Digital Business program aims to produce graduates with interdisciplinary skills who can adapt to the dynamics of the digital industry. Graduates are not only prepared to work as professionals but also possess the ability to build and develop technology-based businesses. Potential career paths include digital entrepreneur, business analyst, digital marketer, data/business intelligence specialist, product or business development specialist, as well as various other professions related to business and digital technology.
However, the primary goal of UNIKOM’s Digital Business program is to produce graduates who can apply business and technological knowledge in real-world contexts. “We want students to not only understand business theory but to actually be able to put it into practice. Even starting small is fine for example, building an online store using AI. A small business can then be developed into a larger one,” said Bella.
Thus, graduates’ achievements are measured not only by their academic abilities but also by their ability to create, manage, and develop solutions and businesses based on digital technology.
From Zero to Hero: Toward a Competitive Digital Business
The establishment of UNIKOM’s Digital Business program is part of the university’s efforts to address the changing needs of the workforce and the development of the digital economy. UNIKOM’s technology ecosystem, expertise in computer science and information systems, and strengths in management serve as the foundation for building an integrated Digital Business education program.
Assoc. Prof. Dr. Ir. Herman encourages prospective students not to hesitate in choosing UNIKOM’s Digital Business program. According to him, the program’s strength lies in the integration of various academic disciplines that have long been developed at UNIKOM.
Meanwhile, Bella, Ph.D., emphasizes that students from diverse backgrounds can join and thrive through a step-by-step learning process, starting from understanding basic concepts to being able to produce work and build businesses. “Students don’t just learn theory they also engage in hands-on practice. Starting from a point where they know nothing, we guide them until they can create something. The hope is that students can build businesses starting small and growing and be able to compete at the international level,” she concluded.
Through a business- and technology-based curriculum, a focus on AI, hands-on experience, the MBKM program, certifications, and industry collaborations, UNIKOM’s Digital Business Program demonstrates its commitment to producing a generation of professionals and digital entrepreneurs who are competent, innovative, and ready to face the future. (Directorate of Hms & Pro)
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)
