CAMPUS CULTURE

To accommodate the needs of students in socializing and channeling their hobbies and talents, the Study Program encourages students to engage and participate in various extra-curricular activities held both by the Faculty and the University scope. Some extra activities that students can participate in include:

a) UPPS students participate in activities in the University’s student activity units (UKM), such as:

1. Language Development Center (P2B): This activity accommodates students to be skilled in Arabic and English. This language development is held for new students in odd and even semesters;
2. UKM Reasoning and scholarship: Unit Pengembangan Tahfidz Qur’an (UPTQ), Resimen Mahasiswa (MENWA), Mahasiswa Pecinta Alam Sunan Ampel (MAPALSA), Lembaga Pers Mahasiswa (LPM) Solidaritas, Ikatan Pelajaran Anti Narkoba (IKPAN), Pramuka; 
3. UKM Spots: The majority of law study program students follow this UKM on the basis that this UKM facilitates their needs to play sports and channel their talents and interests in the field of sports. This UKM includes several kinds of sports, including badminton, volleyball, chess, basketball, futsal, Pencak Silat and so on.. 
4. UKM Art: With a very strict selection to become a member of the UIN choir team, this activity has been able to foster its members and participate in various campus and extra-campus activities, including Choir and Cultural Arts Activity Unit. 
5. UKM Spirituality: includes Ikatan Qari’ dan Qari’ah mahasiswa (IQMA) dan Unit Kegiatan Pengembangan Intelektual.

b) Student Organizations within UPPS, such as:

1. Senat Mahasiswa (SEMA),
2. Dewan Eksekutif Mahasiswa (DEMA), dan
3. Himpunan Mahasiswa Program Studi (HIMAPRODI).

c) Unit Kegiatan Mahasiswa (UKM),seperti:

1. UKM teater Q,
2. UKM Musik Concrete 34 dan
3. UKM Kependudukan. 

d) Career and Entrepreneurship Guidance

d) Guidance and Counseling

e) Scholarship Service

f) Health ServicesIn almost every course, lecturers use discussion methods in class. In addition to the lecture model used, group discussion is one of the options in providing opportunities for students to creatively express opinions and exchange ideas. Of course, the discussion is still under the supervision of the lecturer.

Small Group Discussion

In almost every course, lecturers use discussion methods in class. In addition to the lecture model used, group discussion is one of the options in providing opportunities for students to creatively express opinions and exchange ideas. Of course, the discussion is still under the supervision of the lecturer.

Role-Play & Simulation

The simulation method is used in certain courses, such as fatwa and trial simulation courses. Of course, these courses require direct practice with the simulation method. This is because students will find it easier to understand quickly with a simulation model. The simulation method will provide new experiences for students directly in understanding the substance of the course.

Learning Steps/Activities:

1. Students learn and perform a role assigned to them.
2. Students simulate a particular skill or event/case.

Description

Design a situation/activity that is similar to the real thing, it can be in the form of role playing, computer models, or various simulation exercises.

Case Study

This case study method is used in certain courses. For example, the course on Fatwa Studies and Institutions in Indonesia. This course, in fact, is designed in addition to students being required to comprehensively understand the fatwa institution, is also expected to be able to analyze a particular fatwa. The study of a particular case that gave birth to a particular fatwa is also an inseparable part of this course. Therefore, students are also required to examine certain fatwas from various aspects.

Collaborative Learning

This method is also automatically used in learning. As previously stated that the discussion method is also used in lectures, it cannot be denied that collaborative learning also occurs in a discussion. Simply put, collaborative learning is a form of learning that involves many parties so as to be able to get ideas collaboratively and complement each other among students.

Description

1. Almost the same as cooperative learning, but in collaborative learning each group member has different expertise working together to solve a common problem to achieve a common goal.

2. For example, a collaborative band group that will perform a show consists of group members who each have different skills, such as guitarist, drummer, vocalist, and base, all working together to achieve a common goal.

Cooperative Learning

This method is used to generate academic knowledge, familiarize students with diversity in the classroom and develop social skills. The Mazhab Comparison Study Program uses this method as a form of learning to students on cultural and racial diversity among students. Therefore, it is hoped that this method will be able to foster an attitude of tolerance among students so that the realization of mutual respect for each other.

Learning Steps/Activities

1. Delivering objectives and motivating students
2. Presenting information
3. Organizing students into groups
4. Guiding group work and learning
5. Evaluation (each group presents their work or can also give questions/quiz)
6. Giving awards

Description

This method has many variations, such as: JIGSAW, and Team Game Tournament/TGT.

Project Based Learning

roject-based learning methods in the Mazhab Comparison Study Program have not been used because indeed the orientation expected from lectures is cognitive knowledge, so the learning patterns used are more on methods that are not project-based. This is because in addition to the courses of the Mazhab Comparison Study Program there is still nothing related to projects, also indeed in the study program still focuses on the learning model approach that is relevant to the courses offered in lectures.

Learning Steps/Activities:

1. Determination of Fundamental (Essential) Questions
2. Designing a Project Plan
3. Developing a Schedule
4. Monitoring Project Progress
5. Testing the Learning Process and Outcomes
6. Evaluating the project or learning experience.

Description

1. Students conduct exploration, assessment, interpretation, synthesis, and information to produce various forms of learning outcomes.

2. The existence of a clear systematic time from planning to implementation and evaluation is a distinguishing characteristic of problem-based learning.

Problem Based Learning/PBL

Problem-based learning is also used to the extent that students’ understanding of the actual socio-cultural phenomena of society is linked to several fatwas or other legal products. Thus, this learning model is very relevant to the discussion of contemporary fatwas on actual problems and public concerns. This kind of method is used to foster a critical and sensitive attitude towards social problems that are emerging in society.

Learning Steps/Activities:

1. Orient students to the problem
2. Organizing students to learn
3. Guiding individual and group investigations
4. Developing and presenting work
5. Analyzing and evaluating the problem solving process

Description

1. Beginning with a complex context problem. 
2. Learn the roles of various professions through real or simulated situations (such as the problems of architects, catering entrepreneurs, parking attendants, boarding house owners, etc.).
3. involves multiple disciplines (e.g. housing development problems involve math, economics, art, environmental health etc.)

Discovery-Inquiry Learning

Discovery and Inquiry learning are actually almost the same, which is discovery learning. But there are fundamental things that distinguish the two: In discovery, the problem presented by the lecturer is already known (because it is intentionally engineered) but the students do not know it yet. For example, students are asked by the lecturer to investigate the cause of the difference of opinion among the Imams in the number of salutations in the prayer for a corpse. In this case the lecturer already knows clearly the cause. Whereas in inquiry the problems presented by both lecturers and students do not know the cause.

Notes: In addition to the learning models/methods described above, there are many other methods that can be used such as: Lecture, Debate, Mind Mapping, Play Method, Demonstration, Laboratory, Information Search, Cooperative Script, Travel, Question and Answer, Index Card Match, and Two Stay Two Stray.

Graduate Profile and Graduate Profile Description

The main profile of graduates of the Falak Science Study Program is practitioners of Falak Science, Islamic Law practitioners, and research assistants who have good personalities, are knowledgeable and up-to-date, and are able to carry out tasks in accordance with Islamic ethics, science and expertise. The following is a description of the profile of graduates of the Falak Science Study Program::

The career perspectives of study program graduates cover three (3) important domains: Professional accomplishment; Accademic accomplishment; and General/Social accomplishment.

1. Professional Accomplishment

Qualification: Falak Science graduates who have scientific integrity, are competent, responsive, professional and competitive in the field of sharia and falak science.

Career: Religious Court (PA) judges, clerks, lawyers, prosecutors, drafters of laws and regulations, and administrators of the Religious Courts.

2. Accademic Accomplishment

Qualification: Have the ability to learn long life education; and apply it well according to the needs of society: presenting scientific work in the field of Falak Science that is actual, factual, responsive, solutive, and applicable.

Career: hisab rukyat team, qibla direction measuring team, rukyatul hilal team and research assistants in the field of Falak Science and Islamic law.

3. General/Social Accomplishment

Qualification: to become individuals with good ethics / morals, responsible, honest, creative, critical, self-sacrificing and imagery far into the future. So as to be able to present services in the field of Falak Science that are relevant to the needs of the community in the form of empowerment and consultation.

Career: Consultant on community issues in the field of Falak Science.

The objectives of organizing learning in the Falak Science Study Program revolve around four (4) types of graduate learning outcomes (attitudes, general skills, knowledge and specific skills). These four domains of graduate learning outcomes are then outlined in three (3) domains of Program Educational Objectives (PEO) that the study program wants to achieve, including: Professional accomplishment; Academic accomplishment; and General/Social accomplishment.

1. Professional: Graduates of Falak Science who have scientific integrity, are competent, responsive, professional and competitive in the fields of law and sharia science, such as: Religious Court (PA) judges, clerks, lawyers, prosecutors, and research assistants.

2. Academic: Have the ability to learn throughout life (long life education); and apply it well according to the needs of society: presenting scientific work in the field of astrology that is actual, factual, responsive, solutive, and applicable.

3. General/Social: To become an individual with good ethics / morals, responsible, honest, creative, critical, self-sacrificing and imagery far into the future. So as to be able to present services in the field of Falak Science that are relevant to the needs of the community in the form of empowerment and consultation.