Stakeholders’ input
The refinement of the 2019 curriculum for the Balinese Language Education Study Program was carried out through workshops and curriculum reviews conducted simultaneously by Universitas Pendidikan Ganesha regarding the 2016 curriculum. Therefore, various study programs at Ganesha University of Education attended this curriculum development activity. The review of the 2016 curriculum was conducted to respond to the latest developments (market signals) in society and the industrial world.
Picture 1. Revitalization of the 2016 Curriculum Workshop
During the refinement of the 2019 curriculum, there was a specific session for each study program to hold meetings/discussions according to their respective programs. The program was carried out through discussion methods and workshops, and followed by the development of the 2019 curriculum. The Balinese Language Education Study Program invited curriculum experts, lecturers, students, and stakeholders. Stakeholders included school principals, teachers, and alumni of the Balinese Language Education Study Program.
Picture 2. Revitalization of the 2019 Curriculum Workshop
In the curriculum development process, the study program presented the 2016 curriculum. Graduate users and alumni (stakeholders) provide input regarding courses that need to be included in the 2019 curriculum. The courses proposed by these stakeholders consist of two courses that are highly needed in society, especially in the Balinese community. These two courses are listed in Table 01.
Table 01. Courses Proposed by the Stakeholders
| No. | Courses |
| 1 | Ngwacen Seloka (Sloka Reading) |
| 2 | Penyuluhan Bahasa Bali (Balinese Language Counseling) |
Response to Stakeholders’ Input
The feedback provided by stakeholders, including graduate users and alumni, was addressed by the management of the Balinese Language Education Study Program. The staff responded to this feedback through a series of strategic steps. First, forming a small team to survey the needs of these two courses in society, including schools, indigenous communities, and government policies in Bali Province. Afterward, the study program held a meeting to review the information gathered from the survey. From the meeting it was decided to include these two courses in the 2019 Curriculum with 2 credits each, complete with their respective course codes, as shown in Table 02.
Table 02. Courses as Proposed by the Stakeholders
| No. | Courses | Code | Credit | Credit Hours | Semester |
| 1 | Ngwacen Seloka (Sloka Reading) | BLI1902 | 2 | 2 | 3 |
| 2 | Penyuluhan Bahasa Bali (Balinese Language Counseling) | BLI1905 | 2 | 2 | 4 |
The presentation of these two courses in the 2019 Curriculum of the Balinese Language Education Study Program is shown in the attached document highlighted in pink color (refer to CURRICULUM STRUCTURE_2019)
In line with the policies of the Indonesia Ministry of Research, Technology, and Higher Education which introduced the Merdeka Curriculum (Emancipated Curriculum) policy in Indonesian Higher Education Institutions, the 2019 curriculum was reviewed again and adjusted according to market needs. Based on this review, the Balinese Language Education Study Program currently uses the 2020 curriculum (Merdeka Curriculum). The 2020 curriculum was also subject to review. Below is a photo of the review activities for the 2020 Curriculum.
Picture 3. Review of the 2020 Curriculum
The review results showed that both courses namely Ngwacen Seloka (Sloka Reading) and Penyuluhan Bahasa Bali (Balinese Language Counseling) are still included in the 2020 curriculum but with a greater focus on prioritizing practical activities in the instruction. As a response to the stakeholders’ feedback on the 2020 Curriculum during the curriculum review activities, the focus of lectures is directed more towards practical activities and direct implementation in the community. The activities are intensified through field activities in the Bali community. Evidence of these activities can be seen in Picture 04.
Picture 4. Mamutru Activity
(Ngwacen Seloka or Sloka Reading specifically for the Death)
In addition, the students of the Balinese Language Education Study Program practiced implementing Balinese Language Counseling through social media and radio as shown in Picture 05.
Picture 05. Balinese Language Counseling on Social Media and Radio.
Moreover, based on the feedback provided by the stakeholders namely alumni and graduate users about the importance of heritage (e.g. documents) preservation, a new course has been added to the curriculum: Konservasi Naskah (Manuscript Conservation). This input was accommodated into the 2020 Curriculum with 2 credits. The presentation of the course in the curriculum can be seen in the attached file Page 14 highlighted in light blue color (refer to Annex 1 Curriculum.docx).
To support the implementation of the new course, Manuscript Conservation Course, the study program organized a workshop on manuscript conservation by inviting practitioners in this area (https://bahasabali.undiksha.ac.id/en/workshop-on-manuscript-conservation/). The workshop contributed to the lecturer’s enhancement of the semester syllabus plan (refer to RPS_Manuscript Conservation ) that is by incorporating training sessions in manuscript conservation so that the students could practice manuscript conservation in a real context (https://bahasabali.undiksha.ac.id/en/workshop-on-manuscript-conservation/).
In addition, to address stakeholders’ apprehensions regarding the teaching of the Balinese Language in inclusive classrooms which is also intended to preserve the existence of the Balinese language, the students from the Balinese Language Education Study Program were successful in conducting collaborative community service to introduce Balinese manuscripts to students with special needs (refer to https://youtu.be/QhL46-gXovs).
Those are the responses of the Balinese Language Education Study Program management toward the input provided by the stakeholders in the 2019 and 2020 curricula. Meanwhile, looking ahead to 2024, the university has outlined plans for comprehensive curriculum revitalization across all study programs at Universitas Pendidikan Ganesha, including the Balinese Language Education Study Program. The university has developed a curriculum revitalization guide as a guideline for the new curriculum development (https://undiksha.ac.id/en/to-succeed-mbkm-undiksha-develops-curriculum-revitalization-guide/). In line with this new policy, the Balinese Language Education Study Program intends to actively engage stakeholders, including students, alumni, graduate users, and teachers, in the process of shaping the new curriculum. The input received from these stakeholders will be carefully considered in the deliberations aimed at revitalizing the 2024 curriculum for the Balinese Language Education Study Program.