Curriculum Management and Graduate Outcomes in the Animation Game Study Program


The Animation Study Program is part of the Art and Design degree from the Faculty of Letters State University of Malan. It is designed to offer guidance to professional beginners in the animation world and applied media, allowing graduates to apply for roles such as a 2D/3D Animator,Character Designer, beginner Developer in Animation Industry, Game Designer/Multimedia, beginner Developer of Game Industry, Game Asset Designer. The graduates from Animation program study gain particular expertise in 3D animation games and using Indonesian local culture. The course also emphasizes education-based animation games in global context and insteal entrepreneurship for the graduates. The goal of this study is to analyze the curriculum and graduate achievement in the animation game study program. This research used a qualitative study case with a descriptive approach. Documentation and interviews were used to collect data. The analysis of data used a descriptive approach. Results of the study show that the curriculum used in Animation Game program is designed based on the graduates in diploma D1, D2, D3, and D4. They are in D1 (Asset Game Operator), D2 (Young Asset Game Designer), D3 (Young Game Designer), and D4 (Senior Game Designer). Meanwhile, the animation field is divided into D1 (Asset Animation Operator), D2 (2D/3D Young Animator), D3 (2D/3D Senior Animator), and D4 (2D/3D Lead Animator).

Keywords: Curriculum, Graduates Outcome, Animation Game

[1] Laporte, L. and Zaman, B. (2018). A comparative analysis of programming games, looking through the lens of an instructional design model and a game attributes taxonomy. Entertainment Computing, vol. 25, pp. 48–61.

[2] Ninaus, M. et al. (2019). Increased emotional engagement in game-based learning – A machine learning approach on facial emotion detection data. Computers & Education, vol. 142, p. 103641.

[3] Chang, C. –C., Liang, C., Chou, P. –N. and Lin, G. –Y. (2017). Is game-based learning better in flow experience and various types of cognitive load than non-game-based learning? Perspective from multimedia and media richness. Computers in Human Behavior, vol. 71, pp. 218–227.

[4] Mulyasa, E. (2006). Manajemen Berbasis Sekolah Konsep, Strategi, dan Implementasi. Bandung: Rosda.

[5] Bunaiasu, C., Stefan, M., Strunga, A. and Popescu, M. (2013). Impact Study Regarding Constructivist Curriculum’s Management of Teacher Training. Procedia - Social and Behavioral Sciences, vol. 78, pp. 145–149.

[6] Azhari, M. (2017). Manajemen Kurikulum Dalam Peningkatan Mutu Pendidikan (Studi Kasus Pondok Pesantren Ulumul Qur’an Stabat). Analytica Islamica, vol. 6, issue 2, pp. 124–134.

[7] Hamalik, O. (2009). Dasar-Dasar Pengembangan Kurikulum, III. Bandung: PT. Remaja Rosdakarya.

[8] Sanjaya, W. (2013). Kurikulum Dan Pembelajaran Pengarang: Prof. Dr. H. Penerbit : Kencana Cetakan Ke : Cet. 5 Tahun Terbit : 2013, 5th ed. Jakarta: Kencana.