UNY Drives E-Monev Participation and Optimizes Thesis Supervision in the Master’s Psychology Program (AY 2024/2025)

Yogyakarta – The Master’s Psychology Study Program recorded a significant rise in student participation in E-Monev during AY 2024/2025. Participation increased from 7.92% to 85.17% in the odd semester and from 6.96% to 64.78% in the even semester. Nevertheless, average participation remains relatively low (46.55% odd; 35.87% even), requiring sustained strategies to ensure more even participation throughout the semester.

Teaching quality remained “very good,” with average scores of 4.55 (odd) and 4.54 (even). Students affirmed that lecturers clearly conveyed course objectives, rules, and the relevance of materials to graduate competencies. Top aspects included clarity of objectives (4.6) and linkage to competencies. Areas needing attention: communication of reference sources, detailed assessment mechanisms, and varied motivation strategies.

In thesis supervision, student satisfaction was “good–very good” (avg. 4.52). Lecturers were seen as thorough in feedback, supportive in resolving academic issues, and effective communicators. Alignment of topics with supervisors’ research clusters also accelerated progress. Administrative aspects—use of supervision cards, consistent scheduling, and program-level monitoring—need strengthening.

The Quality Assurance Team recommends ongoing E-Monev outreach, optimization of supervision administration systems, clearer references and assessment mechanisms in lectures, and structured program monitoring. These steps are expected to enhance teaching quality and the effectiveness of thesis completion, while promoting more even participation.

UNY Reports Positive Outcomes in Learning Evaluation for the Master’s Psychology Program (AY 2023/2024)

Yogyakarta – The Master’s Psychology Study Program recorded high student participation in E-Monev for AY 2023/2024. In the odd semester, participation rose from 77.70% to 91.36% (average 84.53%); in the even semester it remained steady at 86.62%. These figures reflect collective awareness of the importance of learning evaluations in improving academic quality.

Lecturer performance evaluations indicated consistently “very high” quality in both semesters. The highest-rated indicators were clarity of course objectives, alignment with the RPS (course plan), and lecturer mastery of course materials. Areas for improvement include time-management effectiveness, diverse motivation strategies, and assessment mechanisms to better support graduate-competence attainment.

Thesis supervision quality was also “very high.” Students appreciated lecturers’ precision in revisions, ease of communication, and support for resolving academic challenges. Administrative aspects—consistent use of supervision cards, meeting frequency, and program-level monitoring—remain improvement points. The Quality Assurance Team recommends stronger time management in lectures, optimized program monitoring, and student participation toward 100% as part of sustained strategies to strengthen academic quality at UNY.

E-Monev Report – Master’s Psychology: Teaching Quality Rated “Very Good”; Student Participation Reaches 98 Percent

Yogyakarta – The Master’s Psychology Study Program at Universitas Negeri Yogyakarta recorded positive results in Evaluation and Monitoring (E-Monev) for the odd and even semesters of AY 2022/2023. The Quality Assurance Team’s report showed that lecturer teaching quality, student participation, and thesis supervision were all in the “very high” category, though several aspects still merit strengthening.

In the odd semester, student participation averaged 92.82%, rising from 87.70% at the start to 97.94% at the end. In the even semester, participation was 81.64% at the start, indicating effective outreach, though not yet full engagement.

Students rated clarity of course objectives, relevance to graduate competencies, and alignment with the RPS (course plan) very highly. Early-semester averages were 4.36–4.51, increasing to 4.47–4.58 by the end of the odd semester—evidence of consistent, strong teaching quality.

Top indicators included lecturer mastery, alignment with the RPS, and responsiveness to student questions. Nonetheless, time effectiveness, variety of methods, and media innovation still need improvement.

For thesis supervision, support from supervisors was rated “very good,” with averages of 4.19–4.64. Lecturers provided meticulous revision feedback, helped students access up-to-date literature, and consistently guided them to avoid plagiarism. Administrative aspects—supervision documentation, scheduling, and program monitoring—require improvement, as their scores were relatively lower (though still high).

Recommended strategies include driving participation toward 100%, diversifying methods and teaching innovations, and developing a more structured digital supervision-administration system. Program-level monitoring through regular evaluation forums should also be strengthened so supervision quality remains consistent.

With these outcomes, the Master’s Psychology Program at UNY is optimistic about further improving teaching quality and strengthening graduate competitiveness—producing professional psychologists who are ethical, resilient, and responsive to societal needs.