1. Courses EPBM Score and Written Feedback from The Students
To enhance the educational services provided by the Animal Production and Technology study program, this summarized report for the student online assessment (EPBM) will be distributed to both students and lecturers. While the average score for each course ranges from 3.76 to 3.90, the EPBM score for each class ranges from 3.76 to 3.90 and for the lecture score for each course ranges from 3.75 to 3.87, the lecturers score for each class 3.75 to 3.87. According to the IPB quality assurance system, the EPBM score should be more than 3.00, and the maximum possible value is 4.00. Either average per class, average per course, and average lecturers score per class or per course is considered good (In alignment with the IPB quality assurance system, the EPBM score must exceed 3). Table 1 below displays the entire EPBM score for each class or course and Table 2 displays the entire EPBM score for the lecture in each.
Table 1 Average EPBM Score of Animal Science and Technology Study Program per parallel class and per courses.
| No | Course | Class | Average/Class | Average/Course |
| 1 | Principles of Animal Production | 1 | 3,88 | 3,85 |
| 2 | 3,87 | |||
| 3 | 3,80 | |||
| 2 | Animal Functional Biology | 1 | 3,85 | 3,85 |
| 3 | Animal Behaviour and Welfare | 1 | 3,87 | 3,87 |
| 4 | Dairy Production | 1 | 3,86 | 3,86 |
| 5 | Pig and Horse Production | 1 | 3,90 | 3,90 |
| 6 | Commercial Poultry Production | 1 | 3,90 | 3,90 |
| 7 | Livestock Environment Management | 1 | 3,83 | 3,83 |
| 8 | Livestock Production Extension | 1 | 3,85 | 3,85 |
| 9 | Halal Management of Livestock Production | 1 | 3,84 | 3,84 |
| 10 | Design of Ruminant Animal Production | 1 | 3,84 | 3,85 |
| 2 | 3,86 | |||
| 11 | Tropical Integrated Farming | 1 | 3,77 | 3,77 |
| 12 | Livestock Breeding | 1 | 3,76 | 3,78 |
| 2 | 3,80 | |||
| 13 | Animal Molecular Technology | 1 | 3,76 | 3,76 |
| 14 | Livestock Waste Management | 1 | 3,82 | 3,82 |
Table 2 Average Lecturers Score of Animal Science and Technology Study Program
| No | Course | Class | Average/Class | Average/Course |
| 1 | Principles of Animal Production | 1 | 3,79 | 3,79 |
| 2 | 3,76 | |||
| 3 | 3,81 | |||
| 2 | Animal Functional Biology | 1 | 3,80 | 3,80 |
| 3 | Animal Behaviour and Welfare | 1 | 3,75 | 3,75 |
| 4 | Dairy Production | 1 | 3,75 | 3,75 |
| 5 | Pig and Horse Production | 1 | 3,76 | 3,76 |
| 6 | Commercial Poultry Production | 1 | 3,81 | 3,81 |
| 7 | Livestock Environment Management | 1 | 3,85 | 3,85 |
| 8 | Livestock Production Extension | 1 | 3,84 | 3,84 |
| 9 | Halal Management of Livestock Production | 1 | 3,87 | 3,87 |
| 10 | Design of Ruminant Animal Production | 1 | 3,82 | 3,81 |
| 2 | 3,87 | |||
| 11 | Tropical Integrated Farming | 1 | 3,80 | 3,80 |
| 12 | Livestock Breeding | 1 | 3,75 | 3,80 |
| 2 | 3,85 | |||
| 13 | Animal Molecular Technology | 1 | 3,82 | 3,82 |
| 14 | Livestock Waste Management | 1 | 3,80 | 3,80 |
The student’s feedback indicated that the way the lesson was delivered needed to be improved. The necessary adjustment that the students recommended was emphasized in Table 3 below. The Department of Animal Production and Technology will request that the course coordinator enhance how all lectures are delivered and adhere to the class schedule to address the student’s input.
Table 3 Feedback from The Students
| No. | Written Feedback from The Students |
| 1 | Using more adequate digital facilities for all lecture and practicum materials |
| 2 | Improving sound system facilities to support the sound of the lecturer’s voice |
| 3 | Improve a more interactive atmosphere in the classroom |
| 4 | Ensure that the class schedule can be carried out in accordance with what has been determined |
| 5 | Increase assertiveness in the application of discipline for students |
1. The Detailed EPBM Component
Table 4 below outlines the breakdown of each component or question in the EPBM. Question 1 examines the availability of teaching resources, including course study plans and materials. Question 2 evaluates the opportunities offered to students for developing hard and soft skills. Question 3 assesses the transparency of the course evaluation process. Question 4 focuses on whether the learning process is enjoyable and inspiring, while Question 5 considers whether the learning experience meets expectations. The detailed scores for each EPBM component are presented in Table 4.
Table 4 Breakdown of Each EPBM Components
| No | Course | Class | Question 1 | Question 2 | Question 3 | Question 4 | Question 5 |
| 1 | Principles of Animal Production | 1 | 3,86 | 3,86 | 3,85 | 3,82 | 3,87 |
| 2 | 3,88 | 3,91 | 3,88 | 3,88 | 3,92 | ||
| 3 | 3,75 | 3,75 | 3,76 | 3,83 | 3,81 | ||
| 2 | Animal Functional Biology | 1 | 3,85 | 3,84 | 3,85 | 3,82 | 3,88 |
| 3 | Animal Behaviour and Welfare | 1 | 3,83 | 3,81 | 3,87 | 3,83 | 3,82 |
| 4 | Dairy Production | 1 | 3,85 | 3,82 | 3,83 | 3,83 | 3,83 |
| 5 | Pig and Horse Production | 1 | 3,87 | 3,9 | 3,89 | 3,88 | 3,86 |
| 6 | Commercial Poultry Production | 1 | 3,92 | 3,89 | 3,89 | 3,88 | 3,88 |
| 7 | Livestock Environment Management | 1 | 3,81 | 3,82 | 3,82 | 3,86 | 3,85 |
| 8 | Livestock Production Extension | 1 | 3,86 | 3,86 | 3,83 | 3,83 | 3,84 |
| 9 | Halal Management of Livestock Production | 1 | 3,88 | 3,83 | 3,86 | 3,86 | 3,88 |
| 10 | Design of Ruminant Animal Production | 1 | 3,82 | 3,85 | 3,84 | 3,85 | 3,82 |
| 2 | 3,82 | 3,85 | 3,84 | 3,85 | 3,82 | ||
| 11 | Tropical Integrated Farming | 1 | 3,76 | 3,76 | 3,79 | 3,78 | 3,77 |
| 12 | Livestock Breeding | 1 | 3,72 | 3,7 | 3,8 | 3,84 | 3,77 |
| 2 | 3,81 | 3,81 | 3,77 | 3,84 | 3,77 | ||
| 13 | Animal Molecular Technology | 1 | 3,77 | 3,74 | 3,8 | 3,77 | 3,81 |
| 14 | Livestock Waste Management | 1 | 3,85 | 3,8 | 3,81 | 3,81 | 3,81 |
Table 5 presents the average score of lecturers for each class and course, with the breakdown of each component or question in the EPBM being consistent with the previous table. Question 1 evaluates the availability of teaching documents, such as the course study plan and materials. Question 2 assesses the opportunities provided to students for improving their hard and soft skills. Question 3 focuses on the transparency of the course assessment process. Question 4 examines whether the learning process is engaging and inspiring, and Question 5 evaluates whether the learning process meets expectations.
Table 5 Lectures EPBM Score
| No | Course | Class | Question 1 | Question 2 | Question 3 | Question 4 | Question 5 | |
| 1 | Principles of Animal Production | 1 | 3,59 | 3,81 | 3,59 | 3,85 | 3,85 | |
| 2 | 3,56 | 3,76 | 3,82 | 3,79 | 3,81 | |||
| 3 | 3,68 | 3,80 | 3,68 | 3,84 | 3,83 | |||
| 2 | Animal Functional Biology | 1 | 3,61 | 3,80 | 3,61 | 3,86 | 3,82 | |
| 3 | Animal Behaviour and Welfare | 1 | 3,54 | 3,76 | 3,54 | 3,78 | 3,76 | |
| 4 | Dairy Production | 1 | 3,59 | 3,76 | 3,59 | 3,80 | 3,79 | |
| 5 | Pig and Horse Production | 1 | 3,60 | 3,79 | 3,60 | 3,84 | 3,82 | |
| 6 | Commercial Poultry Production | 1 | 3,60 | 3,83 | 3,60 | 3,86 | 3,86 | |
| 7 | Livestock Environment Management | 1 | 3,83 | 3,86 | 3,83 | 3,81 | 3,86 | |
| 8 | Livestock Production Extension | 1 | 3,84 | 3,86 | 3,84 | 3,82 | 3,86 | |
| 9 | Halal Management of Livestock Production | 1 | 3,83 | 3,83 | 3,83 | 3,88 | 3,89 | |
| 10 | Design of Ruminant Animal Production | 1 | 3,78 | 3,81 | 3,78 | 3,82 | 3,83 | |
| 2 | 3,86 | 3,88 | 3,86 | 3,86 | 3,85 | |||
| 11 | Tropical Integrated Farming | 1 | 3,80 | 3,80 | 3,80 | 3,78 | 3,80 | |
| 12 | Livestock Breeding | 1 | 3,73 | 3,77 | 3,73 | 3,74 | 3,77 | |
| 2 | 3,83 | 3,86 | 3,83 | 3,82 | 3,86 | |||
| 13 | Animal Molecular Technology | 1 | 3,81 | 3,83 | 3,81 | 3,81 | 3,82 | |
| 14 | Livestock Waste Management | 1 | 3,78 | 3,81 | 3,78 | 3,78 | 3,82 | |
Summarize
Overall, the EPBM scores for courses and lecturers within the Animal Production and Technology Study Program surpass the minimum threshold set by IPB University (greater than 3). Nonetheless, there are opportunities for improvement based on the feedback students provide, particularly regarding teaching delivery methods. Lecturers are encouraged to adopt a more interactive teaching style, utilize more advanced digital facilities for lecture and practicum materials. Additionally, enhancing the sound system to ensure the lecturer’s voice is clear, fostering a more engaging and interactive classroom atmosphere, and adhering to the predetermined class schedule are recommended. Lastly, increasing assertiveness in enforcing student discipline is essential to improve the overall learning environment.
