Video summary

KICK OFF PBL TRM 26/27

Main summary

Key takeaways

Educational

Main Ideas & Lessons (Kick Off PBL TRM 26/27)

1) PBL Foundations and Team Readiness

  • Ensure each team has a registered team leader who is ready for PBL.
  • Students must read the PBL guide.
  • Clarify the PBL refresh/renewal conceptually: PBL work includes ongoing discussion and role alignment, not just repeating past outputs.
  • PBL themes vary by project:
    • Every project has different needs and difficulty levels, so teams must adapt (not one-size-fits-all).

2) What PBL Is (Conceptual Definition)

Project-Based Learning (PBL) is learning where:

  • Learning is controlled/integrated by PBL and connected to multiple courses (not a single isolated subject).
  • Courses are interrelated and progress together toward shared outputs.
  • Students work with stakeholders, including:
    • Students (executor/maker/product makers)
    • Project managers
    • Clients
    • Lecturers (supporters)

Challenge: each person (stakeholder) may have different expectations and needs—so implementation must stay aligned across roles.

3) Semester Structure and Continuity Across Semesters

  • Skills learned in Semester 1 are reused in later semesters (Semester 2 → 3 → etc.).
  • The curriculum is packaged per semester:
    • It’s not designed to “take only one semester” and return later out of sequence.
  • Students should not assume learning ends with a course grade; it feeds forward into later projects.

Detailed PBL Instructions / Process by Semester

A) Semester 1 (Adic / Promotional Media Concept)

Core Theme & Output

  • 7 PBL titles identified for 42 groups.
  • Output focus: concept of promotional media (not just producing promotional media).
  • Promotional concept can be:
    • Print-media concept
    • Video-media concept
  • Target “what to promote”: the study programs in the Informatics department
    • Discussion mentions there should be “eight,” with class/group arrangements affecting how titles map.

Group Formation & Timing Changes

  • Differentiator vs previous years:
    • Seniors (now in Semester 3) started earlier; group determination earlier is emphasized as an improvement/experiment.
  • Plan described:
    • Start project around Week 8
    • Group members determined around Week 7
    • Group leader selection depends on the process described (“independently or elected” still unclear in the transcript).

Supporting Creative Courses (How They Connect)

Backbone/supporting elements named include:

  • Visual communication
  • Activities & presentations
  • Indonesian language skills (and writing-related skills)
  • Image development
  • Story development
  • Literacy

These must integrate to solve a visual communication problem according to students’ communication/language abilities.

New Evaluation / Grade Policy Around “E”

  • If a student receives too many E grades in a semester:
    • The lecturer will contact the student and issue a resignation/administrative consequence letter (students may need to leave the lecture).
  • Rules described (approximate from transcript):
    • Concern is when E occurs beyond allowed limits (mentions “more than 2” / “more than 3” in different sentences).
  • Retake rule:
    • If repeating a course, take it in the correct semester type:
      • odd semester courses in odd semesters
      • even semester courses in even semesters
  • Leave of absence guidance:
    • Leave can be facilitated for two semesters (not one), due to the semester packaging structure.

Assessment / Requirements Emphasized

  • English usage for Semester 1 reporting:
    • The speaker first mentions English reports, then clarifies Indonesian presentation/reporting is used because the course is Indonesian.
  • Students must prepare:
    • Reports
    • Project document
    • Project concept
    • Presentation document / speech
  • Monitoring & evaluation:
    • Students must fill end-of-semester lecturer evaluation questionnaires.
    • If not filled, grades may not be visible at semester end.

B) Semester 3 (Video Project / Live-Action Video)

Core Theme & Outputs

  • Semester 3 PBL theme: video project.
  • 22 PBL titles and 35 groups total (speaker notes classes may get different titles).
  • Project types mentioned:
    • Documentary
    • Profile videos
    • Educational videos
    • Promotional advertising videos
    • Short drama series

Output Requirements

  • Live-action video (explicitly not motion graphics/animated-only).
  • Also includes typical supporting items:
    • presentation slides
    • project reports
    • video
    • t-shirts
    • posters
  • Screening/exhibition to show work to the public.

Presentation / Exhibition Format Changes

  • End-of-semester presentations (Semester 3):
    • presentations recorded online on YouTube and uploaded to learning.
  • Offline emphasis:
    • screening is central (auditorium split previously mentioned; key point remains: screening and exhibition are central).

ATS Pitching

  • ATS remains with pitching, where teams present:
    • idea
    • execution plan
    • resulting concept

Courses Supporting Semester 3 Video Production

Named supporting components:

  • Videography
  • Visual concepts
  • Storyboards
  • Video editing
  • Sound editing
  • K3L awareness/guidelines
    • Emphasis: productions must follow K3L standards.
  • Script writing

External-Project Considerations

  • External projects (with external clients) are placed into specific classes that can deliver better industry-level portfolio outcomes.
  • Strategy:
    • Do not choose only “easy” titles—teams should choose based on capability/challenge.
  • Benefit:
    • External clients increase portfolio value and network scope.

C) Semester 5 (Branding Project / Visual Branding)

Core Theme & Output

  • Semester 5 focus: visual branding (speaker repeatedly corrects misconceptions).
  • Misperception corrected:
    • Visual branding is not the same as application/UIUX.
    • UI/UX and interactive digital media are supporters of branding.
    • The umbrella remains visual branding.

Strategy and Output Emphasis

  • Outputs include items such as:
    • logo guideline
    • copywriting guideline, etc.
  • Product prototypes can be exhibited but are not the main focus.
  • Additional support:
    • user research
    • open documents
    • portfolio documentation
    • exhibition management

Exhibition & Assessment Method

  • ATS pitching still occurs.
  • End-of-semester:
    • exhibition is the main formal performance assessment.
    • Recorded online YouTube upload is mentioned for formalities, but grading/testing centers on exhibition.
  • Semester 5 shifts away from “presentations at end” toward:
    • exhibition outcomes reflecting grading.
  • Organizing structure:
    • A team/committee setup (including a group from “group B”) organizes exhibition/branding deliverables.
    • Delegation creates a “double job” (possible hassle near end, less near beginning).

Topic Selection Approach for Semester 5 Groups

  • Some classes get assigned visual branding topics like:
    • visual branding for engagement (internal campus example)
    • catalogs/e-catalog items
  • Others receive labels like:
    • visual branding A1/A2/A3…
    • In these cases, groups must find their own specific problem/topic.

“Find your own topic” titles: identify an issue/problem in the environment/campus/community, and connect branding needs to interactive digital media / UI-UX where appropriate—still under the visual branding umbrella.

Example Used

  • Branding a local business (e.g., a meatball stall):
    • redesign logo appearance
    • adjust stall branding/visual appearance
    • consider interactive media and UI/UX needs that fit the real business context
  • Emphasis: students must dig into connections, not be spoon-fed.

Operational Details: Borrowing Equipment & Rooms

  • Students in Semester 1/3/5 may borrow equipment/rooms via:
    • pinjamanan.pibatam.ac.id
  • Procedure:
    1. Coordinate with teaching & development supervisors about needs.
    2. After approval, communicate to the PIC (lab assistant/equipment contact).
  • Recommended lead time:
    • borrow at least one day before use
  • Urgent cases:
    • exceptions handled with the teacher/Manpro.
  • Availability depends on schedule checks.

Group Performance Management

  • The speaker acknowledges some teams may have ineffective members (“MVP” and “burdens”).
  • Instruction:
    • Don’t wait if someone continuously underperforms and blocks progress.
    • Use a resignation/administrative letter process to remove the burden and avoid piling more E grades onto students.

Q&A Highlights (What Students Asked / What Was Clarified)

  • Semester 5 manpro (project supervisor) assignment
    • Not finalized; mapping which manpro is “over/under” is still underway.
  • Whether “kelp part” must be found by students
    • Clue-based confirmation: morning class students of specific groups carry out the visual branding task; groups find the problem/topic within the defined branding theme.
  • MSME collaboration ethics
    • If using someone else’s business content/IP: must seek permission.
    • Clients must know and be willing; ethical communication is required.
  • Group assignment / selection
    • Title-related tasks are assigned by the PBL structure; group selection may be up to teams depending on semester/title details.
  • Branding from online business (Shopee)
    • Allowed; branding can be built around online presence; offline not strictly required.
  • Semester 3 title about “intellectual property thief” drama
    • Students can explore independently (speaker indicates you can explore the city yourself).
  • Semester 3 lab timing/schedule detail
    • Writing story and editing occur in different periods/labs (editing after ATS ends).
  • Question about video-making explanation
    • Speaker warns against asking for full step-by-step guidance; students must explore through the videography course guidance.

Speakers / Sources Featured (As Identifiable in Subtitles)

  • Mr. Adam (mentioned as providing the updated 2026 guide cover)
  • Mr. Yusuf (mentioned regarding exhibition-related planning)
  • Mr. Ricky (requested topics; also referenced in Q&A/context)
  • Mr. KPS Animation (requested a drama topic: “Love, Tears and Copyright”)
  • Ahmad Rifai Saidina (student questioner in Q&A)
  • Siti Kotijah (student in chat asking about Semester 3 PBL title/topic)
  • Lima Septian (student; asks about Semester 7 courses perspective)
  • Dimas (student message asking about course schedule confusion; speaker says will verify)
  • Anisa Nur (student asking about Semester 5 branding permission/requirements and other questions)
  • Engal Dwi (student requesting PPT file)
  • Katar Amelia (student question about where to fill PBL titles)
  • Rasendria Aufa (student question about writing title directly on group docs/spread)
  • Priety Vis (student asking about voting system for groups/exhibition)
  • Asma (mentioned in context; unclear if it’s a student or an example)
  • Operator / host (“operator”) (technical/autocaption checking and assisting; not fully named)
  • “Mas Adam” / Kirul Ananda Ginting (appears at end; exact role unclear)

Original video