Undergraduate Program Courses

11. Evaluative Research

This course provides an understanding and skills in Evaluative Research. More specifically, it will discuss the differences and similarities between Evaluative Research and non-Evaluative Research, as well as the principles and techniques of Evaluative Research. Upon completing this course, students are expected to be able to conduct Evaluative Research, from designing research, collecting data, processing and analyzing data, to writing research reports. Learning methods include Active Student Learning in the form of Teacher Interactive, Cooperative Learning, Case Based Study, and Small Group Discussion, conducted in Indonesian.

12. Social Intervention Methods

The Social Intervention Methods course is one of the compulsory program courses that provides foundational knowledge related to intervention methods in the practice of Social Welfare Science. It covers concepts of social intervention and ecological perspectives, humanitarian values in social work principles; basic systems, professional relationships, and stages of social intervention in social work practice; as well as an introduction to social intervention methods in social work practice with individual clients, families, groups, communities, and organizations. By the end of this course, students are expected to be able to explain the application (C3) of appropriate social intervention methods and stages to assist clients and client systems. The learning methods in this course are based on a student-centered learning perspective, where the flipped classroom method is applied to encourage students to learn independently by reading materials before face-to-face lectures, making lecture sessions more dynamic and interactive with the lecturer and fellow students.

13. Group Intervention Methods

This course is a skill development course for conducting interventions at the group level. Generally, the course is divided into two parts: (a) theories and (b) basic skills in group intervention. The theories studied include social groupwork and social practice, forms of treatment groups, stages of intervention in treatment groups, group dynamics, group treatment theories, and basic skills in group intervention. In the next stage, students are taught how these basic skills are demonstrated through role-play. The learning methods applied are cooperative learning and flipped-class groups, conducted in Indonesian.

14. Service Organizations and Communication

This course provides an understanding of service organizations, covering basic organizational concepts and characteristics of service organizations. More specifically, it will discuss the characteristics of service organizations, the relationship between organizations and their environment, and the relationship between organizations and clients. Upon completing this course, students are expected to be able to observe and analyze service organizations based on the concepts learned. Learning methods include Active Student Learning in the form of Teacher Interactive, Cooperative Learning, and Small Group Discussion, conducted in Indonesian.

15. Community Intervention and Community Development

This course aims for students to gain a theoretical understanding of the values, models, and methods of intervention in community settings. Additionally, students are equipped with practical skills to conduct assessment and planning processes for interventions at the community level. Learning methods include Active Student Learning in the form of Teacher Interactive, Cooperative Learning, Case Based Study, and Small Group Discussion, conducted in Indonesian.

16. Social Policy

The Social Policy course is one of the foundational courses in Social Welfare Science that discusses social policy as part of macro-scale intervention. In this course, students will learn about the values, concepts, dimensions, and processes of social policy-making, particularly in Indonesia. This course provides students with the opportunity to write policy memos as a form of policy paper. Teaching methods will employ the Student-Centered Learning paradigm with several methods such as flipped classroom to encourage students to delve into the material independently, followed by a pre-test and literature review. Additionally, this course will utilize Project-Based Learning and Collaborative Learning conducted in groups, where students are guided to develop a policy paper based on secondary data. Upon completing this course, students will be able to analyze social policies and legislation based on paradigms, theories, and values of social justice. The language of instruction in this course is Indonesian.

17. Management of Humanitarian Service Organizations

This course provides an understanding and skills in managing humanitarian service organizations. The material covered includes program planning, human resource management, funding, social marketing, as well as monitoring, evaluation, and accountability. Learning methods include Active Student Learning in the form of Teacher Interactive, Cooperative Learning, Case Based Study, and Small Group Discussion, conducted in Indonesian.

18. Theories and Techniques of Supervision and Consultation

This is an advanced course, with the learning outcome that students, when faced with problems in humanitarian service organization settings, are able to analyze and demonstrate appropriate theories and techniques of supervision and consultation based on the principles and methods of Social Work Intervention. The scope of study includes supervision (various functions of supervision, supervision in various settings) and consultation (types of consultation, functions and roles of consultants, and consultation settings) in humanitarian service organizations. Learning methods include Active Student Learning in the form of Teacher Interactive, Cooperative Learning, Case Based Study, and Small Group Discussion, conducted in Indonesian.

19. Individual and Family Intervention Practicum

The Individual and Family Intervention Practicum course is a learning process through fieldwork that is compulsory for undergraduate students of the Department of Social Welfare Science. The Individual and Family Intervention Practicum aims to apply social welfare science (knowledge, values/ethics, and skills) in conducting an intervention (planned change) in individual and family settings. In carrying out this practicum, students are expected to be able to apply the theories, methodologies, values, and ethics of social work learned in real life, especially for interventions at the stages of relationship building (engagement), identification (assessment), and planning for individuals and families.

20. Group Intervention Practicum

The Group Intervention Practicum course is a learning process through practice that is compulsory for undergraduate students of the Department of Social Welfare Science. The Group Intervention Practicum aims to apply social welfare science (knowledge, values/ethics, and skills) in conducting an intervention (planned change) in group settings. In carrying out this practicum, students are expected to be able to apply the theories, methodologies, values, and ethics of social work learned in real life, especially for interventions at the stages of relationship building (engagement), identification (assessment), and planning for groups.

21. Participatory Planning in Community Intervention

The Participatory Planning course is one of the compulsory courses in the Social Welfare Science program. Through active learning methods such as small group discussions, simulations, collaborative learning (CL), and contextual instruction, the learning outcome of this course is for students to be able to recommend a form of community asset-based participatory planning. This course discusses the concept of participatory planning in community intervention, several techniques that can be used for assessment in the participatory planning process, and community asset-based participatory planning models. Furthermore, students will practice the learned techniques to identify quality of life and analyze action plans in participatory planning within specific community settings. This course is conducted in Indonesian.

22. Social Welfare Planning Practice

This course provides students with the opportunity to conduct in-class simulations on designing social service programs, from needs assessment, defining and elaborating program objectives, to formulating program budgets. This subject is an application that intersects with several other subjects, namely: Social Welfare Enterprise System, Social Intervention Methods, Social Legislation, Community Organization and Development, Participatory Planning in Community Intervention, and Social Policy and Planning. This collaboration requires an understanding that includes discussions on professional attitudes as a program planner, related to their function as a program manager and a planner of program intervention substance. It is hoped that this will provide experience that can be directly applied in future professional fields faced by the students.

23. Thesis

This course is one of the ultimate prerequisite courses for undergraduate studies, representing a student’s scientific work resulting from empirical research on various relevant topics related to theories, thoughts, cases, and issues in the study of Social Welfare Science. The learning method used is based on a student-centered learning perspective, where the completion of the thesis by each student depends on the student. When a student submits a thesis proposal, the Head of the Study Program will assign one lecturer as a supervisor for the student’s final project, considering the relevance of the thesis topic to the lecturer’s competence. The learning method for this course is supervision/mentoring. The language of instruction used in supervising the final project is Indonesian.

24. Final Project

This course is part of the non-thesis graduation track, requiring students to take a companion course for their final project (TKA) that directly supports its completion and outcomes, carrying 4 credits. The TKA is a student’s scientific work, serving as a final prerequisite for the undergraduate program. It takes the form of non-reactive research, specifically a literature review on various relevant topics related to theories, thoughts, cases, and issues within Social Welfare Science. The learning method is based on a student-centered learning perspective, where the completion of the final project is student-driven. Upon submission of a final project proposal, the Head of the Study Program will assign one lecturer as the student’s final project supervisor, based on the relevance of the project topic to the lecturer’s expertise. The teaching method for this course is supervision. The language of instruction for final project supervision is Indonesian.

1. Poverty Issues

In the context of this course, the social welfare issue analyzed is poverty, and the theories primarily used are social theories relevant to poverty. The language of instruction for final project supervision is Indonesian.

2. Social Legislation

This course examines the philosophical foundations, development, and social welfare issues prevalent in Western countries. Upon completion, students are expected to analyze the philosophical underpinnings, evolution, and implementation of social legislation in Indonesia. Topics include the concept of the Welfare State, Social Security Policies and Programs, and National Development, encompassing Social Protection Policies and challenges in Indonesian development. The teaching methodology utilizes Active Student Learning, incorporating Teacher Interactive sessions, Collaborative Learning, Case-Based Studies, and Small Group Discussions, all conducted in Indonesian.

3. Analysis of Social Problems

The Social Problem Analysis course covers the nature and characteristics of social problems, distinguishing them from other issues. Students gain knowledge of social paradigms, approaches, and perspectives to analyze the causes, consequences, dynamics, and effects of a social problem, and to identify the most appropriate solutions. Upon completion, students will be able to analyze current social problems as real-world cases using the social paradigms, approaches, and perspectives learned. Diverse learning methods are employed, including Small Group Discussion (SGD), Cooperative/Collaborative Learning (CL), Research-Based Learning (RBL), and Flipped Classroom. The course is conducted in Indonesian.

4. Socio-Economic Dimensions for Social Welfare

This course aims to provide conceptual, analytical, and operational frameworks for sustainable economic and social development, aligned with inclusive development principles. It offers a contextual understanding of the relationship between industry and society, alongside a conceptual framework for local economic development. The course is crucial for understanding national economic development projections through community participation in markets, striving for equity and justice in development. It also incorporates evolving ideas related to Industry 4.0, which simultaneously presents threats and opportunities for business development as a means to fulfill community welfare. Teaching methods will utilize a Student-Centered Learning paradigm, including self-study materials followed by a pre-test and literature review. Furthermore, the course will employ Project-Based Learning and Collaborative Learning, conducted in groups, where students are guided to develop proposals for socio-economic program development based on secondary data.

5. Environmental Issues and Disaster Management

This course explores environmental issues within social welfare science, specifically in relation to disaster management. By understanding the reciprocal relationship between social systems (humans) and ecological systems (natural environment), the function of ecosystems for human welfare, and current global environmental phenomena, students are expected to analyze social/social welfare problems more holistically and integratively from an ecological and disaster management perspective. The curriculum covers sustainable development approaches, environmentally conscious development, ecological perspectives, global environmental phenomena, environmental policies, cases of environmental degradation, and disaster management.

6. Social Welfare in the Industrial Sector

This theoretical course aims to provide students with comprehensive knowledge of the functions, objectives, and scope of applying social welfare science in the industrial sector. The curriculum covers topics such as social work in the industrial sector, human resource management, employment, Employee Assistance Programs, Corporate Social Responsibility, and social welfare policies relevant to industrial and employment settings.

7. Social Impact of Development and Globalization

This course is both theoretical and practical, aiming to provide students with comprehensive knowledge of development theories and their relevance to the evolution of globalization and digitalization. Furthermore, students will acquire practical skills to utilize social impact analysis frameworks in examining development, globalization, and digitalization.

8. Social Welfare in Multicultural Societies

This course equips students to develop sensitivity towards diverse groups in multicultural societies. Through social welfare theories and perspectives, students will understand the principle of non-discrimination in development. Teaching methods utilize Active Student Learning, incorporating Teacher Interactive sessions, asynchronous assignments for reading material review, and synchronous Small Group Discussions to foster greater student interaction. The language of instruction for teaching and learning activities is Indonesian.

9. Child Welfare and Child Protection

This elective course aims for students to be able to analyze social welfare problems, particularly issues related to child welfare and child protection. It introduces theories related to children, and social policies and services for children. Teaching methods utilize Active Student Learning, incorporating Teacher Interactive sessions, Small Group Discussions, and presentations, all conducted in Indonesian.

10. Social Welfare for the Elderly

This elective course provides a comprehensive understanding of issues related to social welfare for the elderly, enabling critical analysis. The learning method is based on a student-centered learning perspective, where the completion of the final project is student-driven. The language of instruction for final project supervision is Indonesian.

11. Health and Mental Health Issues

This course provides an understanding of health and mental health in relation to the field of Social Welfare Science. More specifically, it will discuss theories, perspectives, approaches, and the concepts of health and mental health within the context of social welfare. Upon completion, students are expected to analyze health and mental health problems, challenges, and issues, as well as their implications for social welfare. The learning method employs Active Student Learning, incorporating Teacher Interactive sessions, Cooperative Learning, Case-Based Studies, and Small Group Discussions, all conducted in Indonesian.

12. Final Project Seminar

This course is a highly recommended elective, providing foundational knowledge for preparing final scientific project proposals. The learning method is based on a student-centered learning perspective, applying the flipped classroom approach to encourage independent study through pre-reading materials before face-to-face lectures. This makes lecture sessions more dynamic and interactive with the lecturer and fellow students. The course’s learning method is entirely in-person, encompassing both synchronous and asynchronous activities. The synchronous mode involves Teacher Interactive sessions, Small Group Discussions, and presentations to facilitate interactive learning with students, potentially conducted virtually. The language of instruction for this course is Indonesian.