MATARAM | isnews.net| – Pengalaman profesional seorang insinyur tidak cukup hanya dibuktikan melalui lamanya bekerja di lapangan. Pengalaman tersebut harus mampu diterjemahkan menjadi rekam jejak kompetensi yang terukur, terdokumentasi, dan dapat dipertanggungjawabkan secara akademik maupun profesional.
Perspektif inilah yang menjadi perhatian Program Studi Pendidikan Profesi Insinyur (PSPPI) Fakultas Teknik Universitas Mataram (FT Unram) melalui penyelenggaraan Workshop Pengisian dan Penilaian Dokumen Rekognisi Pembelajaran Lampau (RPL), Rabu (4/11/2026).
Kegiatan yang dilaksanakan secara hibrida tersebut menjadi langkah strategis PSPPI FT Unram dalam meningkatkan pemahaman mahasiswa, dosen, dan pengelola program studi mengenai mekanisme pengakuan pengalaman profesional dalam pendidikan profesi insinyur.
Workshop menghadirkan narasumber berkompeten, Ir. Arif Harjanto, S.T., M.Kom., IPM., ASEAN Eng., Koordinator PSPPI Fakultas Teknik Universitas Mulawarman. Kehadirannya memberikan perspektif akademik sekaligus pengalaman praktis mengenai bagaimana pengalaman kerja dan praktik keinsinyuran dapat direkognisi melalui mekanisme RPL.
Peserta yang terdiri atas mahasiswa, dosen, serta pengelola PSPPI FT Unram mengikuti kegiatan secara langsung maupun melalui platform konferensi daring.
Dalam pendidikan profesi insinyur, Rekognisi Pembelajaran Lampau memiliki peran penting dalam mengidentifikasi dan mengakui capaian pembelajaran yang diperoleh seseorang melalui pengalaman kerja, pendidikan sebelumnya, maupun proses pembelajaran nonformal dan informal sesuai ketentuan yang berlaku.
Namun, proses rekognisi tersebut tidak dapat dilakukan secara sembarangan.
Pengalaman kerja yang panjang tidak otomatis menjamin seluruh kompetensi seseorang dapat diakui. Diperlukan bukti yang relevan, portofolio profesional yang sistematis, serta penilaian berdasarkan capaian pembelajaran yang telah ditetapkan.
Karena itu, workshop ini menjadi penting untuk menyamakan pemahaman mengenai substansi dokumen RPL, bukan hanya cara mengisi formulir atau melengkapi persyaratan administrasi.
Dalam pemaparannya, Arif Harjanto menjelaskan prinsip-prinsip rekognisi pengalaman keinsinyuran, kelengkapan dokumen pendukung, penyusunan portofolio profesional, serta mekanisme penilaian capaian pembelajaran berdasarkan pengalaman kerja yang relevan.
Peserta juga mendapatkan pemahaman mengenai pentingnya menghadirkan bukti autentik atas aktivitas profesional yang pernah dilakukan. Dengan demikian, pengalaman seorang insinyur dapat dinilai berdasarkan kompetensi nyata, bukan sekadar klaim pengalaman atau riwayat pekerjaan.
Koordinator PSPPI FT Unram, Dr. Ir. I Ketut Wiryajati, S.T., M.T., IPU., ASEAN Eng., menekankan pentingnya pemahaman yang komprehensif terhadap seluruh tahapan penyusunan, pengisian, dan evaluasi dokumen RPL.
Menurutnya, pemahaman terhadap mekanisme RPL menjadi bagian penting dalam menjaga kualitas penyelenggaraan Pendidikan Profesi Insinyur.
Dokumen yang disusun mahasiswa harus memiliki keterkaitan yang jelas antara pengalaman profesional, kompetensi yang dimiliki, bukti pendukung, dan capaian pembelajaran yang dipersyaratkan.
Hal ini penting agar proses penilaian berlangsung secara objektif, transparan, dan dapat dipertanggungjawabkan.
PSPPI FT Unram juga memandang bahwa kualitas pendidikan profesi tidak hanya ditentukan oleh proses pembelajaran di ruang kelas, tetapi juga oleh kemampuan program studi dalam memastikan setiap lulusan memiliki kompetensi profesional yang sesuai dengan standar keinsinyuran.
Komitmen tersebut sejalan dengan upaya menjaga mutu pendidikan profesi insinyur berdasarkan ketentuan dan standar yang ditetapkan oleh Persatuan Insinyur Indonesia (PII) serta regulasi pendidikan profesi yang berlaku.
Selain pemaparan materi, workshop berlangsung sebagai ruang diskusi interaktif antara narasumber, mahasiswa, dosen pembimbing akademik, dan pengelola program studi.
Forum tersebut memberikan kesempatan kepada peserta untuk mengidentifikasi berbagai persoalan yang mungkin muncul dalam proses penyusunan dokumen RPL.
Salah satu aspek penting yang menjadi perhatian adalah bagaimana menyajikan pengalaman profesional secara sistematis sehingga dapat menggambarkan kompetensi keinsinyuran yang sesungguhnya.
Mahasiswa diharapkan tidak hanya mampu mengumpulkan dokumen pendukung, tetapi juga memahami hubungan antara pekerjaan yang pernah dilakukan dengan capaian pembelajaran yang harus dibuktikan.
Dengan pendekatan tersebut, proses rekognisi diharapkan tidak berhenti pada pemenuhan persyaratan administratif, melainkan benar-benar menjadi instrumen penjaminan mutu kompetensi profesional.
Penyelenggaraan workshop ini sekaligus memperkuat sinergi antarlembaga penyelenggara pendidikan profesi insinyur dalam mengembangkan sistem pembelajaran berbasis pengalaman profesional.
Kolaborasi dan pertukaran pengalaman antarkampus dinilai penting untuk membangun kesamaan standar pemahaman dalam pelaksanaan RPL, sekaligus meningkatkan kualitas tata kelola akademik.
Bagi PSPPI FT Unram, peningkatan kualitas layanan pendidikan profesi merupakan bagian dari tanggung jawab institusi dalam menyiapkan sumber daya manusia keinsinyuran yang mampu menjawab tantangan pembangunan nasional.
Insinyur masa kini dituntut tidak hanya menguasai aspek teknis dan teknologi, tetapi juga memiliki integritas, tanggung jawab profesional, kemampuan mengambil keputusan, serta kepatuhan terhadap kode etik keinsinyuran.
Terlebih, tantangan pembangunan infrastruktur, transformasi teknologi, ketahanan lingkungan, dan kebutuhan industri semakin menuntut kehadiran insinyur yang kompeten dan adaptif.
Melalui workshop tersebut, PSPPI FT Unram berharap mahasiswa semakin memahami tata cara penyusunan dokumen RPL secara benar, sistematis, terukur, dan akuntabel.
Kegiatan ini juga menjadi bagian dari upaya berkelanjutan dalam memperkuat tata kelola akademik, meningkatkan kualitas penyelenggaraan pendidikan profesi, serta mendorong pengakuan kompetensi keinsinyuran melalui mekanisme rekognisi pembelajaran lampau.
Pada akhirnya, kualitas seorang insinyur tidak hanya diukur dari gelar akademik maupun panjangnya pengalaman kerja. Lebih dari itu, profesionalisme harus tercermin dalam kompetensi yang teruji, integritas dalam bekerja, dan tanggung jawab terhadap keselamatan serta kepentingan masyarakat.
Melalui penguatan sistem RPL, PSPPI FT Unram berupaya memastikan bahwa pengalaman profesional memperoleh pengakuan yang tepat, sementara standar kompetensi tetap menjadi fondasi utama dalam melahirkan insinyur Indonesia yang profesional, berintegritas, dan berdaya saing.
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MATARAM | isnews.net | – An engineer’s professional experience cannot be demonstrated solely by the number of years spent working in the field. Such experience must be translated into a measurable, documented, and academically as well as professionally accountable record of competencies.
This perspective was the focus of the Professional Engineer Education Program (PSPPI), Faculty of Engineering, University of Mataram (FT Unram), through the organization of a Workshop on the Preparation and Assessment of Prior Learning Recognition (RPL) Documents, held on Wednesday, November 4, 2026.
Conducted in a hybrid format, the event represented a strategic step by PSPPI FT Unram to enhance the understanding of students, lecturers, and program administrators regarding the mechanisms for recognizing professional experience within professional engineering education.
The workshop featured a qualified speaker, Ir. Arif Harjanto, S.T., M.Kom., IPM., ASEAN Eng., Coordinator of the Professional Engineer Education Program at the Faculty of Engineering, Mulawarman University. His participation provided both academic perspectives and practical insights into how professional work experience and engineering practice can be recognized through the RPL mechanism.
Participants, comprising students, lecturers, and PSPPI FT Unram administrators, attended the workshop both in person and through an online conferencing platform.
In professional engineering education, Prior Learning Recognition plays an important role in identifying and acknowledging learning outcomes acquired through work experience, previous education, and non-formal or informal learning processes, in accordance with applicable regulations.
However, the recognition process cannot be conducted arbitrarily.
Extensive work experience does not automatically guarantee that all an individual’s competencies will be recognized. Relevant evidence, systematically organized professional portfolios, and assessments based on predetermined learning outcomes are essential.
Therefore, this workshop was particularly important in establishing a common understanding of the substance of RPL documentation, rather than focusing merely on completing forms or fulfilling administrative requirements.
In his presentation, Arif Harjanto explained the principles of recognizing engineering experience, the required supporting documentation, the preparation of professional portfolios, and the assessment mechanisms for evaluating learning outcomes based on relevant work experience.
Participants also gained an understanding of the importance of providing authentic evidence of their previous professional activities. This ensures that an engineer’s experience can be assessed based on actual competencies rather than mere claims of experience or employment history.
The Coordinator of PSPPI FT Unram, Dr. Ir. I Ketut Wiryajati, S.T., M.T., IPU., ASEAN Eng., emphasized the importance of a comprehensive understanding of every stage involved in preparing, completing, and evaluating RPL documents.
According to him, understanding the RPL mechanism is an essential part of maintaining the quality of professional engineering education.
The documents prepared by students must demonstrate a clear connection between their professional experience, acquired competencies, supporting evidence, and the required learning outcomes.
This is essential to ensure that the assessment process is objective, transparent, and accountable.
PSPPI FT Unram also recognizes that the quality of professional education is determined not only by classroom learning but also by the study program’s ability to ensure that every graduate possesses professional competencies that meet engineering standards.
This commitment is in line with efforts to maintain the quality of professional engineering education in accordance with the requirements and standards established by the Indonesian Engineers Association (Persatuan Insinyur Indonesia/PII), as well as applicable professional education regulations.
In addition to the presentations, the workshop served as an interactive discussion forum involving the speaker, students, academic advisors, lecturers, and study program administrators.
The forum provided participants with an opportunity to identify various challenges that may arise during the preparation of RPL documents.
One important aspect addressed was how to present professional experience systematically so that it accurately reflects an individual’s actual engineering competencies.
Students are expected not only to collect supporting documents but also to understand the relationship between the work they have previously performed and the learning outcomes they are required to demonstrate.
Through this approach, the recognition process is expected to go beyond merely fulfilling administrative requirements and genuinely serve as an instrument for assuring professional competency standards.
The organization of this workshop also strengthened institutional synergy among professional engineering education providers in developing a learning system based on professional experience.
Collaboration and the exchange of experiences between universities are considered essential for establishing a shared understanding of RPL implementation standards while improving the quality of academic governance.
For PSPPI FT Unram, improving the quality of professional education services is part of the institution’s responsibility to prepare engineering human resources capable of responding to the challenges of national development.
Today’s engineers are required not only to master technical and technological aspects but also to demonstrate integrity, professional responsibility, sound decision-making capabilities, and adherence to engineering codes of ethics.
Furthermore, challenges related to infrastructure development, technological transformation, environmental resilience, and industrial demands increasingly require the presence of competent and adaptable engineers.
Through this workshop, PSPPI FT Unram hopes that students will gain a better understanding of how to prepare RPL documents correctly, systematically, measurably, and accountably.
The activity also forms part of ongoing efforts to strengthen academic governance, improve the quality of professional education delivery, and promote the recognition of engineering competencies through the Prior Learning Recognition mechanism.
Ultimately, an engineer’s quality cannot be measured solely by academic qualifications or the length of professional experience. More importantly, professionalism must be reflected in proven competencies, integrity in professional practice, and a strong sense of responsibility toward public safety and societal interests.
By strengthening the RPL system, PSPPI FT Unram seeks to ensure that professional experience receives appropriate recognition while maintaining competency standards as the fundamental foundation for producing Indonesian engineers who are professional, ethical, and internationally competitive.
