QUALITY
Quality Assurance & Continuous Improvement
The S1 Ilmu Hukum Study Programme at UNISSULA's Faculty of Law is committed to continuous quality improvement through an integrated, transparent quality assurance system oriented toward the satisfaction of students and stakeholders.
Mutu Terjamin
Sistem penjaminan mutu terintegrasi
Evaluasi Berkala
Monitoring dan evaluasi berkelanjutan
Transparan & Akuntabel
Terbuka untuk seluruh pemangku kepentingan
Berkesinambungan
Perbaikan berkelanjutan untuk masa depan terbaik
Learning Evaluation
This page will present student survey results, lecturer evaluations, course evaluations, and the Study Programme's follow-up actions.
Evaluation summaries will be published periodically once data is verified.
Curriculum policy is part of the university-wide education system, so designing and reviewing it runs continuously and systematically. The curriculum is reviewed in full every four years, with a lighter review each year.
How the review is run
- A full curriculum review every four years, with an annual review in between.
- Led by the leadership of the study programme and the faculty, working from the programme's stated aims and learning outcomes.
- Stakeholder input is taken in, in line with the regulations in force.
- It follows the Directorate General of Higher Education's rules, university policy, and the guidance of the legal professional associations — PERADI, IKADIN, INI, IPPAT, HKPI, and others.
What the last review heard
The curriculum document records the input gathered from students and teaching staff during the review that produced the current OBE curriculum.
From students
The curriculum is relevant to working life but needs updating for modern technology and practice. Core areas — civil, criminal, constitutional, and procedural law — are well covered, while legal tech, legal drafting, legal English, and data analysis need strengthening. Students asked for more interactive teaching (case studies, moot court, legal clinic), for new subjects such as cyber law, data protection, IT law and fintech law, and for internships to be an integral part of the curriculum. Some also raised lecturer readiness, teaching that can be monotonous, and classroom and legal-laboratory facilities.
From teaching staff
Staff reported that the curriculum did not yet fully support technical and information-technology skills. Theory and professional ethics were adequately covered, while critical thinking, soft skills, and project-based learning needed strengthening. They pushed for Outcome-Based Education to be applied more fully, through learning outcomes that are structured and aligned with the graduate profile.
Coming Soon
The official content and data for this section are being prepared by the Study Programme and will be added shortly.
Source: chapter III, Curriculum Evaluation and Tracer Study, of the Outcome Based Education curriculum document of the Undergraduate Programme in Legal Studies, dated 13 February 2026. The chapter records qualitative input; graduate-outcome statistics are published separately on the Tracer Study page.