The evaluation of the Master of Chemistry curriculum at the Faculty of Mathematics and Natural Sciences, University of Lampung, was conducted in accordance with the Higher Education Curriculum Guide (KPT) 4.0, edition 4 of 2020. This included reviewing curriculum documents, graduate learning outcomes (CPL), course structure, and gathering input from lecturers, students, alumni, and graduate users. This was complemented by an analysis of relevance to workplace needs and benchmarking with similar study programs at the national and international levels. The elements evaluated included graduate profiles, CPL, curriculum structure, learning methods, assessment systems, and their relevance to scientific developments and industry needs.

The evaluation results indicated that relevant and taught competencies included mastery of research methodology, laboratory analysis skills based on modern instruments, mastery of core chemistry areas, and scientific communication skills. However, some competencies were deemed less relevant, such as repetition of basic chemistry material similar to the Master's level and traditional evaluation methods. Furthermore, important and needed competencies were identified that had not been optimally taught, including green chemistry and sustainability, the application of big data and artificial intelligence (AI) in chemistry, entrepreneurship and downstream research, and academic ethics and research management. Therefore, a curriculum revision is needed by reducing overlapping materials, adding interdisciplinary courses that are in line with global trends, strengthening project-based and research-based learning methods, and increasing stakeholder involvement and internationalization efforts to strengthen graduates' competitiveness.

Foundations for Curriculum Design and Development

1.1 Philosophical Foundation

The revised study program curriculum is based on a philosophical foundation that refers to the goals of higher education, namely to develop individuals who are knowledgeable, have character, and contribute to society. This philosophical approach includes:

1. Holistic Education: The curriculum is designed to develop not only cognitive (knowledge) aspects, but also affective (attitudes) and psychomotor (skills).
2. Constructivism Paradigm: Student-centered learning, fostering analytical skills, creativity, and problem-solving.
3. National Values ​​and Local Wisdom: The curriculum integrates Pancasila values, local culture, and academic ethics to produce graduates with integrity.
4. Scientific Philosophy: Each study program has a scientific paradigm that serves as the basis for curriculum development (for example: humanities, applied sciences, or professional).

1.2 Sociological Foundations

Curriculum revisions must be responsive to social dynamics, societal needs, and the demands of the workplace. The sociological foundations include:

1. Stakeholder Needs: The curriculum is developed based on input from industry, professions, alumni, and the community to ensure the relevance of graduates.
2. Social and Technological Change: Adaptation to developments such as the Industrial Revolution 4.0, digitalization, and global issues (sustainability, inclusivity).
3. Equality and Justice: The curriculum must be inclusive, reaching students from diverse backgrounds, and promoting gender equality and disability inclusion.
4. Global Challenges: Preparing graduates who are able to compete internationally with competencies in intercultural understanding and cross-border collaboration.

1.3 Historical Foundations

The history of study program development and past experiences serve as a reference for curriculum improvement. Historical aspects include:

1. Evaluation of the Previous Curriculum: Analysis of the strengths and weaknesses of the previous curriculum (K-2020) as a reflection for improvement.
2. Academic Tradition: Maintaining the unique characteristics of study programs (e.g., research excellence, local wisdom, or specific expertise) that have been developed over time.
3. Disciplinary Development: Tracking scientific trends over time to ensure the curriculum remains up-to-date (e.g., shifting from traditional to interdisciplinary studies).
4. Lessons Learned from Alumni: Graduates' experiences in applying their knowledge in the workplace serve as evaluation material for improvement.
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1.4 Legal Basis

Curriculum revisions must align with laws and regulations and higher education policies. The legal basis includes:

1. Law of the Republic of Indonesia Number 20 of 2003 concerning the National Education System (State Gazette of the Republic of Indonesia Number ..., Supplement to the State Gazette of the Republic of Indonesia Number ...);
2. Law of the Republic of Indonesia Number 14 of 2005 concerning Teachers and Lecturers (State Gazette of the Republic of Indonesia Number 157 of 2005, Supplement to the State Gazette of the Republic of Indonesia Number 4586);
3. Law of the Republic of Indonesia Number 12 of 2012 concerning Higher Education (State Gazette of the Republic of Indonesia Number 158 of 2012, Supplement to the State Gazette of the Republic of Indonesia Number 5336);
4. Presidential Regulation of the Republic of Indonesia Number 8 of 2012 concerning the Indonesian National Qualifications Framework (KKNI);
5. Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 73 of 2013 concerning the Implementation of the KKNI in Higher Education;
6. Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 7 of 2020 concerning the Establishment, Amendment, and Dissolution of State Universities (PTN), and the Establishment, Amendment, and Revocation of Private Universities (PTS);
7. Regulation of the Minister of Education, Culture, Research, and Technology Number 53 of 2023 concerning Quality Assurance of Higher Education (evaluated);
8. Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 81 of 2014 concerning Diplomas, Competency Certificates, and Professional Certificates in Higher Education;
9. Guidebook for Developing KPT in the Industry 4.0 Era to Support Independent Learning and Independent Campus, Directorate General of Student Affairs, Higher Education-Ministry of Education and Culture, 2024.
10. Guidebook for Independent Learning and Independent Campus, Directorate General of Student Affairs, Higher Education-Ministry of Education and Culture, 2024.
11. Kemendiktisaintek Program Impact May 2, 2025 UNILA Rector's Decree No. 1645/UN26/DT/2025 concerning the Guidelines for Developing the 2025 Study Program Curriculum for the University of Lampung

These four foundations are interrelated and provide a comprehensive basis for ensuring that the resulting curriculum is:

1. Quality (philosophical and legal foundations).
2. Relevant (sociological and historical foundations).
3. Sustainable (adaptive to changing times).
4. Impactful (making a real contribution to the development of chemical science, improving the quality of human resources, and providing solutions to problems at the local, national, and global levels.