TUGAS

KAPITA SELEKTA

 Tugas dikerjakan secara individu dan setiap Topik: Graduate Attributes and
mahasiswa tidak boleh sama (“copy and paste”) Professional Competencies for
 Tugas diketik dan dikumpulkan melalui email Engineers
hadyan.hafizh@gmail.com Tugas: Critical Review of UU No. 11
 Penilaian dibuat berdasarkan rubrics untuk makalah Tahun 2014 Tentang Keinsinyuran
tertulis
Dosen: Dr.Eng. Hadyan Hafizh

1. Latar Belakang

Program Masyarakat Ekonomi ASEAN (MEA) sudah berlaku sejak Tahun 2015. MEA akan
membentuk ASEAN menjadi pasar dan basis dari produksi tunggal yang dapat membuat ASEAN
terlihat dinamis dan dapat bersaing dengan adanya mekanisme dan langkah-langkah dalam
memperkuat pelaksanaan baru yang berinisiatif ekonomi; mempercepat perpaduan regional yang ada
disektor-sektor prioritas; memberikan fasilitas terhadap gerakan bisnis, tenaga kerja memiliki bakat dan
terampil; dapat memperkuat kelembagaan mekanisme di ASEAN.

Terdapat delapan profesi yang akan terkena dampak kebijakan pasar bebas yang tertuang
dalam ASEAN Mutual Recognition Arrangement (MRA). MRA masing-masing profesi telah menetapkan
standar dan kompetensi yang diperlukan di ASEAN. Pada saat ini Indonesia menerima tenaga kerja
dari ASEAN untuk profesi-profesi ini, begitu juga sebaliknya. Adapun 8 profesi yang bersaing di MEA
yaitu Insinyur, Arsitek, Tenaga pariwisata, Akuntan, Dokter gigi, Tenaga survey, Praktisi medis, dan
Perawat. Untuk tugas ini, kita akan membahas salah satu profesi yang bersaing dalam wadah MEA
yaitu profesi Insinyur.

Dalam persaingan di Masyarakat Ekonomi ASEAN, insinyur luar negeri bisa menyerbu ke
Indonesia, tetapi insinyur kita tidak bisa ke luar negeri karena kita tidak punya UU Keinsinyuran.
Negara-negara dalam MEA tidak percaya dengan kualitas insinyur kita, karena kita belum ada satu
standar kompetensi insinyur dan graduate attributes yang terakreditasi internasional. Berangkat dari hal
tersebut maka pada Tahun 2014 telah disahkan UU Nomor 11 Tahun 2014 tentang Keinsinyuran.
Dengan adanya UU Keinsinyuran tersebut diharapakan proses standardisasi, sertifikasi,
profesionalisme, serta kesetaraan dalam MEA bisa lebih dikendalikan.
 Namun demikian apakah dengan disahkannya UU Nomor 11 Tahun 2014 tentang Keinsinyuran
bisa mereduksi permasalahan terkait dunia keinsinyuran?

2. Critical Review of UU No.11 Tahun 2014 Tentang Keinsinyuran

You are asked to write a critical review about the Constitution (UU) No.11 Tahun 2014 Tentang
Keinsinyuran, which consist of the following items:

Introduction

The length of an introduction is usually two or three paragraph for this Constitution (UU) review. Include
a few opening sentences that announce the title, background of this constitution, and briefly explain the
topic of the Constitution. Present the aim of the text and summarise the main finding or key argument.
Conclude the introduction with a brief statement of your evaluation of the text. This can be a positive or
negative evaluation or, as is usually the case, a mixed response.

Summary

Present a summary of the key points along with a limited number of examples. You can also briefly
explain the Constitution’s purpose/intentions throughout the text and you may briefly describe how the
Constitution is organised. The summary should only make up about a third of the critical review.

Critique

The critique should be a balanced discussion and evaluation of the strengths, weakness and notable
features of the Constitution. Remember to base your discussion on specific criteria. Good reviews also
include other sources to support your evaluation (remember to reference).

You can choose how to sequence your critique. Here are some examples to get you started:

 Most important to least important conclusions you make about the Constitution.

 If your critique is more positive than negative, then present the negative points first and the
positive last.

 If your critique is more negative than positive, then present the positive points first and the
negative last.

 If there are both strengths and weakness for each criterion you use, you need to decide overall
what your judgement is. For example, you may want to comment on a key idea in the
Constitution and have both positive and negative comments. You could begin by stating what is
good about the Constitution and then concede and explain how it is limited in some way. While
 this example shows a mixed evaluation, overall you are probably being more negative than
positive.

 In long reviews, you can address each criterion you choose in a paragraph, including both
negative and positive points.

 You can also include recommendations for how the Constitution can be improved in terms of
ideas, approach, background, purposes, or frameworks in the Constitution to be included in the
critique section.

 You may also want to include the impact of the Constitution to your future job and the current
study in University.

Conclusion & References

Conclusion

This is usually a short paragraph.

 Restate your overall opinion of the Constitution.

 Briefly present recommendations.

 If necessary some further qualification or explanation of your judgement can be included. This
can help your critique sound fair and reasonable.

References

If you have used other sources in you review you should also include a list of references at the end of
the review.
 Rubrics for Assessment of Writing Report
Indicator Performance Level

Indicators Indicators for Stage 4 (Exceed Stage 3 (Target) Stage 2 (Tresshold) Stage 1 (Not
Subjects Assessment Expectation) Demonstrated)

Excellent (86 – 100) Proficient (85 – 70) Developing (50– 69) Needs Improvement
(0 – 49)

Report Students able to Materials are seamlessly Material moves logically Material has some Material has little
Organization construct ideas to arranged in a logical forward, and both macro logical order and is logical order, and is
move logically sequence and both and micro elements are somewhat coherent or often unclear,
forward. E.g., For macro and clear, coherent, and easy to follow. inconherent and
written micro elements enhance easy to follow. difficult
communication both the work and the to follow.
macro (introduction, reader's comprehension.
paragraphs,
sequence of content,
conclusion) and micro
organization
(sentences,
transitions) are
considered.

Supporting Students able to use Demonstrates skillful use Demonstrates consistent Demonstrates an Demonstrates
Materials information sources of superior, trustworthy, use of trustworthy, attempt to use minimal or no attempt
(texts, journals, pertinent and compelling appropriate and pertinent trustworthy, appropriate to use trustworthy,
research) and/or materials that support materials that support and pertinent materials appropriate and
generate materials the purpose and main the purpose and main that support and develop pertinent materials to
(examples, statistics, idea. idea. the purpose and main support the purpose
analogies) to support idea. and/or main idea.
the purpose and main
idea, and establish
credibiity.

Formatting/ Students able to use The The The The appropriate/

Design of appropriate or appropriate/prescribed
Report precribed format, format is precisely
which is effectively followed. Design is
designed, clearly exemplary. Headings are
labeled, neatly and clear and add
professionally writen. to the overall meaning
of, and/or enhance the
communication. Work is
exceptionally neat and
professionally written.
Format compels reading.
appropriate/prescribed appropriate/prescribed prescribed format is
format is followed. format is followed in not followed. Design
Design is effective; most portions of the of communication is
headings are clear, and communication. Design ineffective; headings
work is neatly and is somewhat effective; are unclear, and work
professionally presented. headings are somewhat is not neatly
Format invites reading. clear, and work is for the presented. Format
most part, neatly written. does not invite
reading.

Illustration in Students able to write Illustrations are skillfully Illustrations are properly Illustrations are for the Illustrations are used,
Written Report by using proper used to support ideas used to support ideas most part properly used but minimally support
illustrations (graphs, (skillfully positioned on (positioned on page, to support ideas (an ideas, and are not
tables, figures and page, well integrated and integrated and designed; attempt is made to positioned on page,
diagrams) to support designed; they enhance they support position on page, integrated and/or
ideas. points). information). integrate, and/or design, designed. They do not
and to support support information.
information).

Mechanics Students able to use Communication contains Communication contains Communication contains Communication
language that is very few or no errors. some errors, but errors errors. Errors may be contains many errors.
mechanically correct do not detract from distracting. Errors impede
(punctuation, spelling, meaning. meaning.
grammar)

Clarity and Students able to use Uses language that Uses language that Uses language that Uses language that
Conciseness language that clearly conveys meaning with clearly and concisely generally may be unclear
and concisely clarity and parsimony, conveys meaning, and conveys meaning, is and/or inconcise, may
conveys meaning and and enhances the supports the purpose of somewhat concise, and sometimes impede
supports the purpose purpose of the work. the work. supports the purpose of meaning, and
of the work. the work. minimally supports
the purpose of the
work.